LiBRARY_OF CONGRESS. 



€hiii)^..'...^opf right No. 



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UNITED STATES OF AMERICA. 



A TOPICAL ANALYSIS 



UNITED STATES HISTORY 



LIBRARY REFERENCES 



TEACHERS AND PUPILS 



BY y 

JESSE LEWIS 

Professor of History and Geography in the State Normal School 
Warrensburg, Missouri 




CHICAGO : 

A. Flanagan, Publisher 



K\X\^ - M. 



Copyright, 1S93, 
BY J K S S E Iv K W I S . 






ALL RIOHTS RESERVED. 



Introduction. 

The library method of teaching history is no 
longer an experiment in the best colleges and normal 
schools. While the exclusive library method of 
studying history can not be adopted in the elementary 
schools, a combination of the text book and library 
method can, by assigning lessons by topics, and re- 
quiring them to be worked out by the use of the 
school text and reference books. Teachers generally 
agree with Woodrow Wilson, that no subject can be 
learned from a single book. 

The exclusive text book method confines the pupil 
to the views of one author, prevents discussion, and 
does little to stimulate thought, or to arouse interest. 
By the use of a single book the pupil is apt to fall 
into the habit of accepting without question what one 
author says; the habit of investigating for oneself is 
not cultivated. The tendency is to commit the words 
of the text without comprehending the thought. 
One of the most important results that comes from 
any study is the power to think and investigate for 
oneself; and this is best secured in the study of his- 
tory by the library method. It has been the aim in 
the analysis given in this manual to break up the 



old, but common, practice of assigning the lesson by 
so much of the text, and instead (in the words of 
Arnold Tompkins), to give points to be worked out, 
which compel the pupil to use the text, the reference 
book and every other means at his command. 

All events in history are not of equal importance, 
hence the necessity for having some means by which 
to determine their relative value. The thoughts and 
feelings, ideas and principles that make up the life 
of a people constitute their history. These find ex- 
pression in their acts or events. For example, if we 
wish to know what the people of Massachusetts be- 
lieved in regard to religious freedom, we must study 
the events that gave expression to their belief. Since 
events give expression to the people's thoughts and 
feelings, an event is important to the extent that it 
reveals the life of a people, their thoughts and feel- 
ings. If an event reveals much it is of much im- 
portance, if it reveals little it is of less value and 
should receive less attention. 

History deals primarily with the growth of ideas; 
this is its essential nature. These ideas begin as 
germs, and extend from mind to mind, growing 
larger — embodj-ing themselves in acts, and finally 
becoming laws or customs. 

There are five classes of these institutional ideas, 
and five classes of institutions developed from them. 
1 . Social, with the family as the typical social insti- 



tution. 2. Religious, with the cliiircli as tlie typi- 
cal religious institution. 3. Political, with the 
state as the typical political institution. 4. Indus- 
trial, with the institution of business. 5. Educa- 
tional, with the school as the typical educational 
institution. All these together make up the life of 
a nation. The work of the teachers is to guide the 
pupil in his study of the origin, growth and develop- 
ment of these institutions up to the present time. 
The work of the pupil is to discover the different 
ideas — to examine each act, thought or expression 
and decide w^hat influence it had in developing or re- 
tarding any one or all of the five institutions. 

It is not necessary to have all the books referred 
to in this manual in order to use the method sug- 
gested above. A few well-chosen books will answer. 
Very good work can be done with five or six of the 
best school texts, together with "Epochs of American 
History." The size of the class will determine how 
many copies are needed. J. L. 



Li^b of Books Referred to ii) hl)i^ M.ar)ual. 



SCHOOL HISTORIES. 



Anderson's New Grammar Scliool History of the U. S M. M. & Co. 

Barnes' Popular History of the U. S . . A. B. Co. 

Chambers' Higher History of the U. S U. P. Co. 

Cooper, Estell & Lemon's History of Our Country G. & Co. 

Eggleston's History of the U. S A. B. Co. 

-Fiske's History of theU. S H. M. & Co. 

Higgiuson's Young Folk's History of the U. vS L. G. & Co. 

Johnston's History of the U. S H. H. & Co. 

Montgomerj-'s Leading Facts of American History G. & Co. 

Nile's School History of the U. S A. B. Co. 

Ridpath's Grammar School Edition, (G. E.) A. B. C. 

Ridpath's Academic Edition, (A. E.) A. B. C. 

Scudder's Historj' of the U. S. of America S. & Co. 

Seavey's Goodrich T. Bros. M. & Co. 

Swinton's School History (Revised) A. B. Co. 

Sheldon — ^Barnes' Studies in American History H. & Co. 

Thomas' History of the U. S H. & Co, 



HISTORIES IN GENERAL. 



Abbott's Christopher Columbus D. M. & Co. 

Abbott's Paul Jones D. M. & Co. 

Adam's History Primer — Mediaeval 

Adam's History of the U. S., 6v Scr. Sons. 

Andrew's History of the U. S., 2v Scr. Sons. 



n TOPICAL ANALYSIS. 

Anderson's U. S. Reader C. & M. 

Bancroft's History of the U. S. (Last Edition.) 6v App. & Co. 

Benton's Thirty Years' View, 2v App. & Co. 

Blaine's Twenty Years of Congress, 2v H. Bros. 

Bryant and C>ay's Popular History of the U. S., 4v Scr. Sons. 

Boone's Education in the U. S -"^PP- & Co. 

Bryce's American Conimonvvealtli, 2v Mac. & Co. 

Coffin's Building the Nation H. & Bros. 

Coffin's Drumbeat of the Nation H. & Bros. 

Coffin's Old Times in the Colonics H. & Bros. 

Coffin's Boys of '76 H. & Bros. 

Comte dc Paris History of the Civil War, 4v P. & C. 

Cooper's History of the Navy of the U. S A. & Sou. 

Cook's Virginia H. M. & Co. 

Creasy's I'ifteen Decisive Battles of the World 

Curtis's Constitutional History of the U. S., 2v H. & Bros. 

Davis's Rise and Pall of the Confederate Government, 2v. . . .App. & Co. 

Dickens' Child's History of England H. M- & Co. 

Dictionary of American Politics .\. L. Burt. 

Drake's Taking of Louisburg L. &. S. 

Drake's Campaign of Trenton L. & S. 

Drake's Burgoyne's Invasion L. & S. 

Drake's Battle of Gettysburg L. & S. 

Draper's History of the Civil War, 3V H. Bros. 

Dury's History of the Middle Ages H. H. & Co. 

Doyle's History of the U. S H. H. & Co. 

Doyle's English Colonies, 3v H. H. & Co. 

Eggleston's Household A. B. Co. 

Eggleston's War Ballads Put. Sons. 

Ivllis's Puritan Age in Massachusetts H. M. & Co. 

Fisher's Colonial Era Scr. Sons. 

Fiske's Critical Period of American Histor\- H. M. & Co. 

Fiske's Beginning of New P^ngland H. I\I. & Co. 

P'iske's American Political Ideas H. M. & Co. 

F'iske's Civil Government II. M. & Co. 

Fiske's American Revolution, 2v H. M. & Co. 

Fiske's War of Independence H. I\I. & Co. 

Fiske's Discovery of America, 2v H. M. & Co. 

Fiske— Irving's Washington and His Country G. & Co. 

Frothingham's Rise of the Republic L. B. & Co. 



UNITED STATES HISTORY. HI 

Frost's Presidents of the U. vS L. & S. 

Gay's Madison H. M. & Co. 

Oilman's Historical Readers, 3v LP. Co. 

Oilman's Story of Boston Put. Sous. 

Oilman's James Monroe H. M. & Co. 

Oreeley's American Conflict, 2v Case & Co. 

Oreeu's Short History of the English People H. Bros. 

Hart's Formation of the Union L. G. & Co. 

Haswell's Treaties and Conventions G. P. O. 

Hildreth's History of the TJ. S., 6v H. & Bros. 

Hinsdale's Old North West T. M. C. 

Historical Classical Readings, lo Nos E. M. & Co. 

Hosman's Samuel Adams H. H. & Co. 

Johnston's History of American Politics H. M. & Co. 

Johnston's History of Connecticut H. M. & Co. 

Johunot's Ten Great Events in History. A. B. Co. 

Judson's Growth of the American Nation F. & V. 

Knox's Robert Fulton Put. Sons. 

Lalor's Cyclopedia of Political Science, 3v Mer. & Co. 

Lodge's Webster, Washington, 2v. , Hamilton H. M. & Co. 

Lodge's English Colonies H. & Bros. 

Lossing's Hours With Living Men and Women of the Revolution 

Lossing's Field Book of the American Revolution G. S. Lester. 

Lossings Field Book of the War of 1 812 G. S. Lester. 

Lossing's Story of the U. S. Navy G. S. Lester. 

Lossing's Cyclopedia of History H. & Bros. 

Lovell's American History Leaflets, 13 Nos L- & Co. 

McMaster's History of the People of the U. S., 5v App. & Co. 

Macy's Our Government O. & Co. 

Martin's Civil Government A. B. Co. 

Myer's General History G. & Co. 

Montgomery's Leading Facts of English History G. & Co. 

Montgomery's Students' History (in preparation. ) O. & Co. 

Morse's American Statesman Series, I2v H. M. & Co. 

Moley 's Voyages and Travels of Marco Polo C. & Co. 

Nicolay and Ha3's Abraham Lincoln, lov Cent. Co. 

Old South Leaflets H. & Co. 

Parkuian's Montcalm and Wolfe L. B. & Co. 

Pierport's Pilgrim Fathers 

Porter's Naval History S. «Sc Co. 



iv TOPICAL AN'ALVSIS. 

Porter's Outlines of V. S. Constitutional History H. H. & Co. 

Preston's Documents of American History Put. »Sons. 

Robert's New York, 2v H. M. & Co. 

vSchouler's History of the U. S., 6v D. M. & Co. 

vSchurz's Henry Clay, 2v H. M. & Co. 

vShepard's Van Buren H. M. & Co. 

Shepard's Historical Reader A. B. Co. 

Sloane's French War and the Revolution Scr. Sous. 

Soley's Blockade and Cruisers Scr. Sons. 

Stanwood's Presidential Klections H. M. & Co. 

Sumner's Andrew Jackson . . . H. M. & Co. 

Taussig's Tariff History of the U. S Put. Sons. 

Thwaite's Colonies L. G. & Co. 

Towle's Heroes and Martyrs of Invention I.. & vS. 

Towle's Travels and Adventures of Marco Polo L. S. & Co. 

Tyler's Patrick Henry H. M. & Co. 

Van Hoist's Constitutional and Political History, 6v C. & Co. 

Walker's IMaking the Nation Scr. Sons. 

Wilson's Division and Reunion L. G. & Co. 

Winson's Narrative and Critical History, Sv H. M. & Co. 

Winson's Christopher Columbus H. M. & Co. 

Wright's Children's Stories Scr. Sons. 

Wright's Travels of Marco Polo. Bell it S. 



ABBREVIATIONS. 



App. & Co.— D. Appleton & Co. 

A. & Son. — A. C. Armstrong & Son. 

A. B. Co. — American Book Co. 

A. h. Burt.— A. L. Burt. 

Bell & S.— George Bell and Sous. 

Case & Co.— O. D. Case 6t Co. 

Cas. — Cassell & Co. 

Cent. Co. — Century Co. 

C. & Co. — Callahan 6c Co. 

D. M. & Co.— Dodd, Mead cS: Co. 

E. M. & Co.— Effingham. Maynard & Co. 



UNITED STATES HISTORY. 

F. & v.— Flood & Vincent. 

G. & Co.— Gunn & Co. 

G. P. O. — Government Printing Office. 

H. & Bros. — Harper & Bros. 

H, & Co.— D. C. Heath & Co. 

H. H. & Co.— Henry Holt & Co. 

H. M. & Co.— Houghton, Mifflin & Co. 

I. P. & Co.— The Interstate Publishing Co. 

L. B. & Co.— Little, Brown & Co. 

L. & S.— ^Lee & Shepard. 

L,. G. & Co. — Longmans, Green & Co. 

L. & Co.— A. Lovell & Co. 

Mac. & Co.— MacMillau & Co. 

M. M. & Co.— Mayuard, Merrill & Co. 

M. & Co.— Chas. E. Merrill & Co. 

N. Pub. Co. — National Publishing Co. 

Put. Sons. — G. P. Putman's Sons. 

P. & C— Porter & Coates. 

Scr. Sons. — Charles Scribner's Sons. 

S. & Co. -Sheldon & Co. 

T. M. C— Townsend McConn. 

T. Bros. M. & Co.— Tanitor Bros., Merrill & Co. 

U. P. Co. — University Publishing Co. 



All the books in the above list can be furnished by the publisher 
of this book at publishers' list prices. 



A Topical Analysis of United States 

History. 



Influences that Led to the Discovery of America. 

I. Revival of learning in the 15tli century. 

1. The Crusaders. 1096-1291. 

a. Tell who they were and what they did. 

b. Show how they built up the cities of 

Genoa and Venice. 

c. What was their influence upon the 

people of Europe ? 

REF. — School Histories : Fisk 22 and note. 

General : The Crusaders, Morris's Epochs of History ; Johon- 
not's Ten Great Events, 24-58 ; Sheperd's Historical Reader, 
149; Dury's Hist, of the Middle Ages, 261, 286, 323; Freeman's 
General Sketch, 155-158; Barnes's General Hist., 397, 403; 
Emerton's Medieval Europe, 358, 388-397 ; Myer's General Hist. 
438-451 ; Montgomery's Eng. Hist., 101-102 ; Gray's Children's 
Crusade ; Adams' Hist. Premmer-Medieval, 87, 92. 

2. Invention of Printing. 

3. Protestant Reformation. 

REF. — Barnes' General Hist., 425; Freeman's General Sketch, 209; 
Montgomery's Eng. Hist., 177; Dury's Flist of the Middle Ages, 
533-534; Cyclopedias, Chambers' Higher U. S. History, 19-20; 
Fisher's Colonial Era, 12. 



8 TOPICAL ANALYSIS. 

II. Travels of the Middle Ages. 

1. Marco Polo, 1260-1295. 

a. Give brief account of his travels. 

b. Eifect of his book upon Europe. 

Ref. — School Histories, Cooper, 17 ; Sheldon, 12-16 ; Montgomer}-, 5 : 
Chamber, 20. 
General: Andrew's Hist, of the U. S.. I., 3; Old vSouth LeaHets, 
No. 32 ; Cyclopedias, Montgomery's Students' American Hist. 
Bayard Taylor's Central Asia, 19-42. Dury's Historj- of the 
Middle Ages, 381-319. Towle's Travels and Adventures of 
Marco Polo. Hale's Stories of Adventure, 7-30. Jules Verne's 
Famous Travels and Travelers, 43-76. Wright's Travels of 
Marco Polo. Doyle I., 18-19. Morley's Voyages and Travels of 
Marco Polo. 

2. Sir John Mandeville, 1322. 

a. Who was he and where did he travel ? 

b. Effect in Europe. 

Ref. — Montgomery's Eng. Hist., 133; Dury's Hist, of the Middle Ages, 
319; Ridpath (A. E.), 15; Hale's Stories of Adventure, 31-44; 
Cyclopedias. 

III. ^Maritime enterprise, 1418-1471. 

1. The compass and astrolabe. 

2. Prince Henry of Portugal, 1418-1471. 

a. Tell who he was and give account of 

his work. 

b. How related to the discovery of 

America? 

Ref. — Fiske's Hist., 23; Historical Classic Readings, No. i, 9-12; Scud- 
der, 6-10; Winsor's Columbus, 35, 91, 92; Bryant, I., 97; Johon- 
not's Ten Great Events, 119-120; Fisher'sCol. Era, 13; Doyle, I., 
19-20. 

IV. Geography in 1402. 

1 . What the ancients knew about geography. 



UNITED STATES HISTORY. !) 

2. Parts of the world known. 

3. Parts of the world unknown. 

4. Additions made to this world by — 

a. The Italians. 

b. The Northmen. 

c. The Portugese. 

5. Productions of Asia known to the ancient 

Europeans. Make a list. 

REF. — School Histories: Sheldon, 3-16; Fiske, 22-23; Montgomery, 5; 
Scudder, 1-6; Barnes, 19-20; Higginson's U. S., 27-52. 
General: Winsor's Narrative and Critical Hist, I., 1-33, 59-132; 
Bryant, I., 25-63; Andrew's Hist, of the U. S., I., 1-3; Johonnot's 
Ten Great Events, 117-120; Fiske's Discovery of America, I., 
164-192; Montgomery's Students' Hist. 



Period of Discovery and Exploration, 1492=1606. 

English ruler, Henry VII, 1485-1509. 

I. Review discoveries made before this time. 

REF. — School Histories: Montgomery, 2-3; Fisk, 19; Sheldon, 6-11; 
Higginson's U. S., 27-52. 
General: Thwaites, 21-22; Winsor's Narrative and Critical Hist., 
I-. i~33. 59~I32; Bryant and Gay's Popular Hist., I., 35-91; 
Montgomery's Student's American Hist. 

II. Europe's trade wnth the Indies before and at the 

time of Columbus. 

1. What was the nature of this trade? 

2. What cities controlled this trade? 

3. Give route of each city and the difficulties. 



10 TOPICAL ANALYSIS. 

4. What had broken up the commerce of 

Genoa about this time? 

5. Show the relation of the above to the work 

of Cohimbus. 

REF. — School Histories: Barnes, 20; Montgonierj-, 6-7: Fiske, 21-23; 
Scudder, 1-6; Anderson, 19-20; Chamber's, 21-22. 
General: Montgomery's Student's Hist.; Fiske's Discovery of 
America, I., 1-212, 256-516; Thwaites, 23; Trotter's Lessons in 
Geog., 132-136. 

III. Columbus and his discoveries. 

1. Biography up to 1492. 

2. Plan of Columbus. 

a. Show the simplicit}' and advantages 

of it. 

b. In what was he right? What wrong? 

c. Where and how did he obtain his idea? 

d. Difficulties in carrying out his plan. 

3. His discoveries. 

a. How aided? 

b. Study Toscanelli's map used by Co- 

lumbus. 

c. His first voyage. 

(1.) Describe. 
(2.) Effects. 

d. His other voyages — simply read. 

4. His death and burial. 

5. Results of his discoveries. 

a. To Europe. 

b. To the world. 



UNITED STATES HISTORY. 11 

REF.— School Histories: Barnes, 20-24; Ridpath (G. E,), 18-20, (A. E.)i 
16-17; Montgomery, 16-18; Sheldon, 19; Seavey's Goodrich, 7- 
10; Anderson, 20-27; Eggleston, 1-5; Scudder, 10-23; Higgin- 
son's Young Folks, 25-30; Svvinton, 25-32; Cooper's Hist, of 
Our Country, 16-23; Thomas, 5-6; Chamber's, 22-37. 
General: Fiske's Discovery of America, I., 309-316, 419-445; 
Winsor's Columbus, 79-123; Bryant, I., 100; Thwaites, 23-37; 
Eggleston's Household, 1-8; Historical Classic Readings No. i; 
Johonnot's Ten Great Events, 1 16-144; Coffin's Old Times in the 
Colonies, 14-36; Andrew's Hist, of the U. S., I., i-io; Mont- 
gomery's Students' Hist.; Bryant, I., 99-149; Lossing's Cyclo- 
pedia American Hist., 274; Oilman, I., 27-71; Pratt, I., 13-25; 
Wright's Children's Stories in American Hist., 38-60; Higgin- 
son's U. S., 52-67; Abbott's Christopher Columbus, 9-56, 333- 
345; Fisher's Col. Era, 13-15; Judson's Growth of American Na- 
tion, 15-20. 

IV. Make a study of the following explorations and 
discoveries by telling 

1. The time. 

2. The object. 

3. What each did. 

4. The results. 

5. The importance. 

a. Spanish. 

(1) Americus Vespucius. 

Ref. — School Histories: Barnes; Swinton, 34; Thomas, 7; Chambers, 41; 
Montgomery, 20-21; Eggleston, 64-67; Fiske, 31-34; Ridpath 
(G. E.), 20, (A. E.), 17; Higgiusou's Young Folks' Hist., 37-38; 
Cooper, 29. 
General: Eggleston's Household, 8; Montgomery's Students' 
Hist.; Andrew's Hist, of the U. S., I., 12-13; Wright's Children's 
Stories, 65-70. 

(2) Ponce de Leon. 

REF.^ — School Histories: Barnes, 26; Fiske, 42; Chambers, 43-44; Mont- 
gomery, 24-25; Anderson, 29-31; Ridpath (G. E.), 21, (A. E.), 
18; Scudder; Cooper, 29-31. 
General: Hildreth, I., 39-40; Bryant, I, 147-148; Bancroft, I, 22- 
23; Montgomery's Students' Hist.; Andrew's Hist, of the U. S., 
I., 14; Wright's Children's Stories, 71-75; Doyle, I., 76-77. 



12 TOPICAL ANALYSIS. 

(3) Balboa. 

Ref. — School Histories: Barnes, 27; Montgomery, 25; vScudder; Ander- 
son,-3i; Ridpath (G. E.), 20, (A. E.). 18. 
General: Montgomer3''s Students' Hist.; Eggleston's Household, 
12; Bryant, I., 142-146. 

(4) Magellan. 

Ref. — School Histories: Barnes, 26, 43; Montgomery, 21-23; Eiskc, 35- 
36; Anderson, 35-38; Ridpath (G. E.), 22, (A. E. ), 19-20; Cooper, 
32-33- 
General: Eggleston's Household, 9, i;2-i3; Montgomery's Stu- 
dents' History. 

(5) DeSoto. 

Ref.— School Histories: Barnes, 27-28; Ridpath (G. E.), 24-26, (A. E.), 
21-25; Montgomery, 28-30; Fiske, 45; Anderson, 35-38; Cham- 
bers, 52-55. 
General: Bryant, I., 156-170; Bancroft, I., 38-49; Higgiiison's U. 
S., 52-74; Hildrt'th, I., 47; Coffin's Old Times in the Colonies, 
29-30; Andrews, I., 18-19; Lossing's Cyclopedia of History, 385- 
386; Gilman, I., 84-86, Wright's Children's Stories, 172-198; 
Montgomery's Students' History; Doyle, I., 79-81; Fisher's Col. 
Era, 19. 

b. French, 

(1) Verrazani. 

Ref.— School Histories: Barnes, 30; Swinton, 41; Ridpath (G. E.), 29-30; 
(A. li.), 28; Fiske, 50-51; Cooper, 37. 
General: Andrews, I, 23; Montgomery's vStudents' History; 
Doyle, I., 82-87. 

(2) Cartier. 

Ref.— School Histories: Barnes, 30; Fiske, 51; Montgomery, 26-27; 
Swinton, 41; Ridpath (G. E.), 30-31, (A. E.), 29- Chambers, 
57-59- 
General: Andrews, I., 23; Montgomery's vStudents' History; 
Bryant, I., 180-188; Hildreth, I., 45-47; Bancroft, I., 15; Iliggiu- 
son's U. S., UI-112; Coffin's Old Times in the Colonies, 27-28; 
Hinsdale's Old Northwest, 9-10; Fisher's Col. Era, 20. 



UNITED STATES HISTORY. 13 

(3) Champlain and De Monts. 

REF. — School Histories: Barnes, 32-33; Montgomery, 54; Fiske, 53; 
Swinton, 42-43; Ridpath (A. E.), 34; Scudder, 51-54; Chambers, 
59-60. 
General: Andrews, I., 24; Montgomery's Students' History. 

c. French and Spanish attempts at set- 

tlement, 1562-1605. 

(1) French Huguenots. 

(a) Who were they? 

(b) Give an account of their at- 
tempt to settle in 1562 and 
1564, and the founding of St. 
Augustine by Menendez. 

REF. — School Histories: Barnes, 31-32 and 29; Montgomery, 30-32; An- 
derson, 45-47; Ridpath (Ct. E.), 32-33, (A. E.), 31-32; Seavey's 
Goodrich, 15; Cooper, 34; Chambers, 97-100. 

General: Montgomery's Students' History; Bryant, I., 189-223; 
Bancroft, I., 19-21, 50-55; Gilman, I., 91-93; Parkman's Pio- 
neers of France, 85-161; Winsor's History of America, II, 261- 
283; Andrews, I, 19-20; Wright's Children's Series, 228-253; 
Doyle, I, 96-98. 

(2) Port Royal in 1605 by DeMonts 
and Champlain. 

Ref. — School Histories: Barnes, 32; Fiske, 52-53; Ridpath (G. E.), 33- 
34; (A. E.), 33; Seavey's Goodrich, 15: Swinton, 42-43. 

d. English. 

Cabots. 

Ref. — School Histories: Barnes, 25; Chambers, 39-40; Montgomery, 18- 
19; Swinton, 33; Fiske, 59; Ridpath (G. E.), 35-37, (A. E. , 34- 
37; Higginson's Young Folks, 40-42; Anderson, 28-29; Eggles- 
ton, 8-10; Cooper, 23-26. 
General: Bryant, I, 129-138; Brancroft, I, 11-13, 61-62; Hildreth, 
I, 35-41; Wright's Children's Stories, 61-64; Montgomery 's Stu- 
dents' History; Doyle, I, 20-28. 



14 TOPICAL ANALYSIS. 

e. Dutch. 

Henry Hudson. 

REF. — School Histories: Barnes, 39; Anderson, 60-62; Scudder, 54-58; 
Montgomery, 65; Higginsou's Young Folks' History, 88-9<j; Rid- 
patli (G. K.), 48-49, (A. E.), 50-52. 
General: Wright's Children's Stories, 292-294; Gilman, II, 32-33; 
Montgomery's vStudents' Histor}-. 

V. Review and fix the most important discoveries 
and explorations. 



Original Inhabitants of North America. 

I. Mound Builders. 

1 . Who were tney and where did they live? 

2. What is known of them? 

3. Their work. 

a. Mounds — where found, describe, use, 

contents. 

b. Pottery, tools, etc. 

4. Civilization. 

5. Antiquity — proofs of. 

6. Were they the ancestors of the American 

Indians? 

Ref. — School Histories: Barnes, 10; Chambers, 85-90; Higginson's 
Young Folks, 5-12; vSheldon, 54-55; Fi.ske, 13; Swiuton, 18-20; 
Scudder, 1-26; Cooper, 10. 
General: Feet's Mound Builders, I; Wright's Children's Stories 
in American History, 5-13; Bryant, I, 19-34; Andrew's U. S. 
History, I, XXV. 



UNITED STATES HISTORY. 15 



II. 



idi: 
1. 

2. 
3. 


ms. 
Personal appearance. 
Why called Indians? 
Mode of living. 




a. Dress. 




b. Houses. 




c. Furniture. 


4. 


d. Food — kind, preparation. 

e. Money. 
Occupations. 

a. Name them. 

b. Tools and weapons. 

c. Plants cultivated. 




d. Men's work, women's work. 

e. Domestic animals. 


5. 
6. 


Amusements. 
Indian's ideal. 


7. 


Religion. 


8. 
9. 


Government. 

The Indian of to-day. 



REF. School Histories: Barnes, 10-15: Fiske, 1-14; Montgomery, 39- 
46; Chambers, 73-83; Swinton, 13-20; Eggleston, 71-83; Ridpath 
(G. E.), 11-14, (A. E.). 7-12; Sheldon, 51-54; Scudder, 89-97; 
Higginson's Young Folks, 13-24; Anderson, 11-15; Seavey's 
Goodrich, 21-25; Cooper, i-io. 
General: Thwaites 7-16; Eggleston's Household, 69-78; Ellis' 
Red Man and White Man, see table of contents; Dodge's Our 
wild Indians, see table of contents; Wright's Children's Stories 
of American History, 14-26; Montgomery's Students' History; 
Doyle, I, 9-15; Fisher's Col. Era, 5-11. 



16 TOPICAL ANALYSIS. 

Colonial Period, i6o6==i763. 

=-=Englisli Ruler— James I, 1603-1625. 

I. Colonial policy of the European States and the 

different views concerning colonies. 

Ref. — Thwaites, 45-53; P^iske's Beginning of New England, Chapter I; 
Doyle, I, 75-77; Bancroft, II, 86-89; Judson's Growth of Ameri- 
can Nation, 22-23. 

II. Conditions Favoring the Planting of Colonies in 

America. 

1. Home conditions in England — make a list. 

2. Conditions in America — make a list. 

Ref.— Johnston's School History, 1S-19; Fiskc, 65; Montgomery, 50. 

General: Thwaites, 65; Doyle, 40; Cook's Virginia, 8; Lodge, i- 
25; Doyle, I, 101-104; Fisher's Col. Era, 30-32; Frothingham, 
5-10; Fiske's Political Ideas, 139; Wilson's The State, Sees. 832- 
864. 



Southern Colonies. 

VIRGINIA. 

The Typical Southern Colon}^ 

I. First attempt at English settlement. Sir Hum 
phrey Gilbert, Walter Raleigh, Gosnold. 
Decide the importance of their work. 

*The student will be helped very much in understanding this part of 
American History by reading an account of James I. in some good Eng- 
lish or General History. 



UNITED STATES HISTORY. 17 

Ref. — School Histories: Barnes, 34-3S; Montgomer}-, 32-37; Fiske, 59- 
65; Sheldon, 14-45; Johnston, 13-14; Eggleston, 13-17; Scudder, 
47-50; Anderson, 47-50; Thomas, 8-10; Ridpath (G. E.), 38-42, 
(A. E-). 38-42; Cooper, 43-45; Chambers, 101-108. 
General: Fisher's Col. Era, 26-29; Doyle, I, 43-73, 105. 

II. The London and Plymoutli Companies. 

1. Nature of. 

2. Purpose. 

III. First Charter, 1606-1609. 

1. Define charter. 

2. Limits of territory granted to each com- 

pany. 

3. Rights and privileges granted to settlers. 

4. Restrictions. 

Ref. — School Histories: Barnes, 3S-39; Montgomery, 50-51; Fiske, 65- 
66; Johnston, 15; Sheldon, 57; Anderson, 51; Thomas, 12-13; 
Ridpath (G. E.), 43-44, (A. E.), 43-44; Higginson's Young 
Folks, 52; Seavey's Goodrich, 17-18; Cooper, 54-56; Chambers, 
no. 
General: Thwaites, 66; Montgomery's Students' History; Cook's 
Virginia, 15-16; Washington and His Country, 13; Bryant, I, 
267; Lodge, 2-4; Charters and Constitutions, II, 1888; Fiske's 
Civil Government, 140-142; Historical Classic Readings, No. 2, 
18; Hildreth, I, 94-96; Bancroft, I, 84-87; Lossing's Cyclopedia 
of History, 804; Preston's Documents of American Historv, 1-13; 
Old Northwest Before the Revolution, 72-73; Lodge, I, 108-112; 
Fisher's Col. Era, 32-34; Martin's Civil Government, 130. 

5. Settlement. 

a. Time and place of first settlement. 

b. The colony sent out by whom? 

c. Rights of settlers founded upon : 

a\ (2). 

d. Object of. 

(1) King. (2) Company. (3) 
Settlers. 



18 TOPICAL ANALYSIS. 

e. Colonists. 

(1) Number. (2) Character of. (3) 
Leaders. 

f. Difficulties — make a list. 

g. Advantages of location — make a list. 

Ref. — School Histories: Barnes, 3S-39, 46-48; Montgomery, 51-55; 
Chambers, 111-113; Sheldon, 58; Fiske, 67-69; Higginson's 
Young Folks, 111-113; Johnston, 43-46; Eggleston, 20-21, 31-32; 
Swinton, 54-55; Seavey's Goodrich, 30; Ridpath (G. E.), 51-52, 
(A. E.;, 57-vS9; Anderson, 52-55; Scudder, 65-69; Cooper, 55-57. 

General: Thwaites, 69-71; Anderson's U. S. Reader, 46-48; 
Bryant, I, 269; Cook's Virginia, 16-26; Lodge, 5-6; INIontgom- 
ery's Student's Hist.; Judson's Growth of American Nation, 
29-31; Martin's Civil Government, 130-131. 

Cook's Virginia, 16-26; Lodge, 5-6; Montgomery's Students' 
History; Bancroft, I, 86-108; Lossing's Cyclopedia of History, 
1458; Macy's Our Government, 20; Winsor, HL 127-132; Cof- 
fin's Old Times in Colonies, 87-91; Eggleston's Household, 21- 
28; Doyle, I, 112; Fisher's Col. Era, 34-38; 

li. Government. 

(1) How was the colony governed? 

(2) Did the settlers have any voice 
in the government under the first 
charter? 

Ref. — School Histories: Barnes, 48; Fiske, 66-67; Higginson's Young 
Folks, 118-119; Montgomery, 51 and note L Anderson, 53-54; 
Seavey's Goodrich, 18; Ridpath (G. E.), 43-44, (A. E.). 44; 
Cooper, 56. 
General: Lodge, 2-3; Macy's Our Government, 21-22; Fiske's 
Civil Government, 142; Montgomery's Students' History; 
Thwaites, 67. 

i. Religion. 

(1) What church? 

(2) How was the church supported? 

(3) Was there religious freedom? 



UNITED STATES HISTORY. 19 

Ref. — School Histories: Barnes, 97; Montgomery, 51; Johnston, 46; 
Swinton, 6i; Higginson's Young Folks, 118-119; Anderson, 57. 
General: Lodge, 3, 54-57; Thwaites, 108; Cook's Virginia, 169; 
Montgomery's Students' History; Doyle, I, 268-269. 

j. John Smith and the colony. 

Ref. — School Histories: Barnes, 46; Fiske, 67-68; Higginson's Young 
Folks, 113-115; Anderson, 54-55; Sheldon, 58-60; Ridpath (G. 
E.), 51-57, (A. E.), 57-66; Cooper, 58; Chambers, 113-117. 
General: Lodge, 4-7; Eggleston's Household, 20-27; Bancroft, I, 
86-96; Historical Classic Readings, No. 2; Cook's Virginia, 22- 
76; Montgomery's Students' History; Doyle, I, 122. 

IV. Second Charter, 1609-1612. 

1. Why the change? 

2. What changes were made? 

a. In the territory? 

b. In the government? 

c. The significance of these changes. 

Ref. — School Histories: Anderson, 55-57; Seavey's Goodrich, 31; 
Montgomery, 55; Thomas, 13; Ridpath (G. E.), 58, (A. E.)> 66. 
General: Lodge, 7; Preston's Documents of American History, 
14-21; Thwaites, 72; Andrew's History, I, 34; Montgomery's 
Students' History; Cook's Virginia, 56; Bancroft, I, 99; Bryant, 
I, 291; Martin's Civil Government, 131; Doyle, I, 126-128; 
Fisher's Col. Era, 39. 

3. Principal events. 

a. Starving time. 

b. Governor Dale and reform; effect. 

Ref.— School Histories: Barnes, 48-49; Fiske, 69-70; Eggleston, 25-26; 
Montgomery, 54-56; Sheldon, 60; Anderson, 58; Seavey's Good- 
rich, 31-32; Chambers, 11 8- 120. 

General: Eggleston's Household, 26-28; Cook's Virginia, 79, 109- 
iio; Washington and His Country, 15; Historical Classic Read- 
ings, No. 2, 25-53; Andrew's History of the United States, I, 34; 
Montgomery's Students' History; Doyle, I, 131-141, 151; Fish- 
er's Col. Era, 40-41. 

V. Third Charter, 1612-1624. 



20 TOPICAL ANALYSIS. 

1. Causes for a new charter. 

2. What changes were made in the govern- 

ment; results? 

3. Compare and contrast this charter with 

the first and second, with respect to free- 
dom given to the colonists, in government, 
religion, and business, 

Ref.— School Histories: Barnes, 49; Seavey's Goodrich, 32; Ridpath 
(G. E.), 61, (A. E.). 70; vSvvinton, 57; Cooper, 60; Scudder, 71. 
General: Preston's American Documents, 22-2S; Thwaite's, 72; 
Lodge's English Colonies, 2-10; Andrew's History of the U. S., 
I, 35; Cook's Virginia, 113- 114; Bancroft, I, 104; Bryant, I, 302; 
Old Northwest Before the Revolution, 73; Doyle, I, 142; Fisher's 
Col. Era, 42. 

4. Principal events. 

a. ]\larriage of Pocahontas; effect. 

b. Cultivation of tobacco; effects. 

c. Introduction of slavery. 

(1) By whom introduced? 

(2) What work was done by slaves? 

(3) Effects on the history of Vir- 
ginia. 

(4) What other class of servants? 

d. The coming of women to the colou}^; 

effects. 

Ref.— School Histories: Barnes, 49-50; Fiske, 70-71; Johnston, 39; 
MontgonR-ry, 56-59; Higginson's Young Folks, 117-118; Ander- 
son, 59; Thomas, 29-30; Ridpath (G. F^.), 63, (\. E.), 72-73; 
Sheldon, 69-73; Cooper, 61; Chambers, 121. 
General: Eggleston's Hou.sehold, 31-34; Cook's Virginia, 33-40, 
93-106, 119-124, 147; IMontgomery's Students' Flistory; Ander- 
son's U. S. Reader, 53; Lodge, 64-69; W'ashington and His 
Country, 16; Fisher's Col. Era, 41 -S*"^; Bryant, I, 302; Winsor, 
ni, 143, 152-153; Coflin's Old Times in Colonies, 45-49- 



UNITED STATES HISTORY. 21 

e. House of Burgesses or First Assem- 

bly, 1619. 

(1) ■ By whom introduced. Cause. 

(2) Of whom composed. 

(3) Work of the Assembly. 

(4) Effect on the history of Virginia. 

f. Government from 1619-1624. 

(1) Administered by 
Governor. ^ 

Council. > How chosen? 
Assembly. J 

(2) How were laws made? 

(3) Who could vote? 

(4) What rights were claimed and 
exercised by the Assembly for the 
colony? 

Ref. — School Histories: Barnes, 49; Fiske, 72-73; Kggleston, 30-31; 
Higginson's Young People, 120; Montgomery, 57-58; Seavey's 
Goodrich, 32; Sheldon, 77-79; Cooper, 60; Chambers, 122-123. 
General: Lodge; Ivossing's Cyclopedia of History, 1457; Macy's 
Our Government, 16-19, 22-23; Eggleston's Household, 32-34; 
Cook's Virginia, ir3-ii8, 152; Montgomery's Students' History; 
Washington and His Country, 17; Fiske's Civil Government, 
145. 57-61; Thwaites, 73; Andrew's History of the U. S., I, 36; 
Bryant, I, 306; Winsor, III, 143; Hildreth, I, 118; Bancroft, I, 
III, 112, 117; Martin's Civil Government, 131; Doyle, I, 158-160; 
Frothingham, 17-21, 26. 

g. The written constitution, 1621. 

(1) Origin and nature of. 

(2) Res\ilts. 

Ref. — School Histories: Barnes, 50; Ridpath (A. E.). 73; Seavey's 
Goodrich, 32.; Swinton, 57; Lodge, 11; Fisher's Col. Era, 44. 



22 TOPICAL ANALYSIS. 

VI. Royal Government, 1624. 

tGovernment of England under Charles I., 1624-1649. 
The Coninionwealth, 1649-1660. Charles II., 1660-1685. 

1. What caused the change from Charter to 
Royal government? 

2. What changes were made in the govern- 
ment? 

3. Effect upon the colony. 

Ri;k. — School Histories: Fiske, 72-74; Montgomery, 60; Thomas, 27-2S; 
Ridpath (G. E.), 51, (A E.), 76; Cooper, 62. 
General: Lossing's Cyclopedia of History, 1457; Cook's Virginia, 
131-132; Thwaites, 74; Lodge, 46-49; Montgomery's Students' 
History; Bancroft, I, 130-133; Doyle's Eng. Col., I, 176-177, 
179-182; Fisher's Col. Era, 45-4S. 

4. Events. 

a. The Indians and the colonists. 

b. Navigation acts, 1651-1660. 

(1) Character of. 

(2) Causes. 

(3) Results. 

REF. — School Histories: Barnes, 51; Eggleston, 15-23; Thomas, 55, 81- 
83; Montgomery, 62; Johnston, 38; Ridpath (G. E.), 68, (A' E.), 
79; Swinton, 60; Doyle, 53; Lodge, 17; .\nderson, 126. 
General: Thwaites, 78-1(4; Cook's Virginia, 204, 230-232; Mont- 
gomery's Students' History; Eggleston's Household, 151-152; 
Doyle, I, 192, 223; l''isher's Col. Era, 50-51. 

c. Bacon's Rebellion — 1676. 

(1) Causes. 

(2) Leaders. 

(3) Chief events. 

tPor the character of Rulers consult any good English or General 
History. 



UNITED STATES HISTORY. 23 

(4) Results. 

What does this event reveal to the 
student, of the Virginia people? 

Ref. — School Histories: Barnes, 52; Fiske, 77; Chambers, 172-173; 
Sheldon, 86; Montgomerj^ 63-64; Johnston, 45; Anderson, 87; 
Swinton, 60; Thomas, 28; Seavey's Goodrich, 34-3=;; Ridpath 
(G. E.), 69-71, (A E.), 80-84; Cooper, 62. 
General: Macy's Our Government, 24; Cook's Virginia, 220-292; 
Thwaites, 78-79; Lodge, 21-22; Montgomery's Students' His- 
tory; Washington and His Country, 21-23; Thomas, 28; Fisher's 
Col. Era, 53-55; Doyle, I, 243-252. 

d. Education. 

(1) What kind of schools? 

(2) Why no public shools? 

(3) What advantages had the poor 
people? 

(4) Where were the children of the 
rich educated? 

(5) Colleges. 

Ref. — School Histories: Barnes, 97; Fiske, 75; Higginson's Young 
Folks, 118; Swinton, 61. 
General: Cook's Virginia, 304-307; Thwaites, 107-108; Boone's 
Education in the U. S., 9-60; Doj'le, I, 271-273. 



riiddle Colonies. 

NEW YORK. 



I. Review Explorations of Henry Hudson, p. 14 

of Outline. 

II. First Settlement. 

1. The Dutch traders. 



24 TOPICAL ANALYSIS. 

a. Time and place. 

b. Object. 

c. Nature of their trade. 

Ref.— School Histories: Johnston, 15-16; Ridpath (G. E.), 48-50, (A. 
E.). 52; Niles, 47; Anderson, 60-62; Iligginson's Young Folks, 
88-90; Swinton, S3; Thomas, 15; Seavej's Goodrich, 52; Fiske, 
129-130; Eggleston, 45-46; Montgomery, 65-66; Sheldon, 69. 
General: Robert's New York, I, 1-19; Bryant, I, 365-369; Hil- 
dreth, I, 142-144, 147; Bancroft, I, 492, 496; Winsor, IV, Chapter 
VIII; Eggleston's Household, 49; Thwaites, 50. 

2. The Dutch West India Company. 

a. Why given this name? 

b. The company's charter. 

(1) Nature of. 

(2) Privileges granted. 

c. Object. 

d. vSettlement of New Amsterdam. 

(1) Purchase of Manhattan Island. 

(2) Object of this settlement 

(3) Its importance. 

(4) Character of settlers. The 
Walloons. 

(.S) Government. 

(a) Character of. 

(b) Qualification for voting. 

(c) Difficulties in the wa}- of a 
good government. 

(d) Stu3'vesant's Rule. 
(()) Religion. 

(a) What church? 



UNITED STATES HISTORY. 25 

(b) Was there religious freedom? 
(7) Education. 

REF. — School Histories: Barnes, 65-66; Montgomery, 66-67; Chambers, 
126; Eggleston, 46-47; Fiske, 130-132; Seavey's Goodrich, 53; 
Thomas, 14; Ridpath (G. E.), 103-109, (A. E.), 145-154; Ander- 
son, 62-64; Higginsou's Young Folks, 90-91, 97; Svvinton, 83-84, 
87; Niles, 47-48. 
General: Robert's New York, I, 34-87; Thwaites, 196-198, 200- 
201, 229-230; Andrew's History of U. S., I, 56-61; Cofi&n's Old 
Times in the Colonies, 142-145; Bancroft, I, 475, 492-497, 507- 
515; Lodge, 285-291, 318-319, 325-326; Lossing's Cyclopedia of 
History, 995-996, 414-415; Todd's Story of the City of New 
York, 19, 26, 64; Martin's Civil Government, iii; Fisher's Col. 
Era, 179-181, 184; Judson's Growth of American Nation, 37-38. 

e. The Patroons. 

(1) Who were they? 

(2) What land privileges were 
granted them? Terms? 

(3) Obligations of settlers to Pat- 
roons. 

(4) Results. 

Ref.— School Histories: Barnes, 65; Fiske, 131; Seavey's Goodrich, 53; 
Montgomery, 68-69; Ridpath (G. E.), 104, (A. E.), 147; Higgin- 
son's Young Folks, 91-92; Niles, 47; Scudder, 54-5S; Chambers, 
127. 

General: Thwaites, 198-199; Lodge, 286; Robert's New York: 
Coffin's Old Times in the Colonies, 144-145; Bancroft, I, 497; 
Todd's Story of the City of New York, 34; Martin's Civil Gov- 
ernment, 111-112. 

III. Conquest of New Netherlands by the English, 
1664. 

1. Causes. 

2. The surrender — upon what terms. 

3. Importance of this conquest. 

4. Character of the English rule. 



26 TOPICAL ANALYSIS. 

5. Results. 

REF.— School Histories: Barnes, 66-67; Johnston, 57-5S; Anderson, 89; 
Ridpath (G. E.). 109-119, (A. E.), 154-156; Higginson's Young 
Folks, 97-9S; Swinton, 85-86; Seavey's Goodrich, 54-57; I'iske, 
133-136: ISIontgomery, 71-72; Thomas, 34-37. 
General: Thwaites, 202-203; Lodge, 294-295; Lossing's Cyclo- 
pedia, 983; Bancroft, I, 524-527; Robert's New York, I, 89; 
Martin's Civil Govermeut, 113. 



New England Colonies. 

.:.— T 1 T, 1 ( Tames I, 1603-1625. 
-English Rulers I J^j^^^^^^^ j^ 1625-1649. 

MASSACHUSETTS 

The Typical Northern Colony. 

I. The Pilgrims. 

1. Make ihe distinction between Puritan, 
Separatist and Pilgrim. 

2. Trace origin and history of Pilgrims from 
Scrooby, England, to America. 

REF. — School Histories: Barnes, 53 and Note; Chambers, 130-134; Hig- 
ginson's Young Folks, 58-62; Thomas, 15; Fiske, 86-89; Moni- 
gomery, 74-75; Sheldon, 66-67; Swinton, 63; P'ggleston, 34; Rid- 
path (G. E.). 45-46, (A. E.), 46-49, 87; Seavey's Goodrich, 36-37; 
Anderson, 65-69; Cooper, 79. 
General: Montgomery's English History, 233-235; Fiske's Be- 
ginning of New England, 66-75; Thwaites, 114-117; Doyle's 
English Colonies, II, 11-14, 27-30, 33-35; Bryant, I, 370-381; 
Lodge, 341 ; CotTm's Old Times in the Colonies, 111-122; Hildreth, 
1. 153-158; I.ossiiig's Cyclopedia of History, 1160; W'insor, HL 
257-282; Montgomery's Students' History; Fisher's Col. Ivra, 
85-90; Judson's Growth of American Nation, 33. 

"■ For tin.' religious and political con litions of England at this time, 
consult any good English or General History. 



UNITED STATES HISTORY. 27 

3. Their First Settlement. 

a. Time and place. 

b. By whose authority? 

c. By whom aided — terms? 

d. Object. 

e. Why did they not go to Virginia? 

f. Colonists. 

(1) Number. 

(2) Character. 

(3) Leaders. 

g. The Mayflower Compact, 
h. Difficulties. 

i. Advantages of location. 

Note.— Read Mrs. Heman's "Land- 
ing of the Pilgrim Fathers" and 
Southey's "Landing of the Pilgrim 
Fathers." 

Ref.— School Histories: Barnes 53-55; Thomas, 16-17; Montgomery 
75-77, 80; Fiske, 89-91; Seavey's Goodrich, 36-38; Sheldon 67- 
68, 80; Swmton, 64; Eggleston, 35-37; Ridpath (G. E.), 46-48 
73-74. (A. E.), 87-88; Johnston, 25-26; Niles, 52-54; Higginson's 
Young Folks, 57-60; Anderson, 69-70; Scudder, 72-77- Coooer 
80-84. 

General: Pierport's The Pilgrim Fathers; Anderson's U S 
Reader, 56-65, Thwaites, 1 18-122; Martin's Civil Government 
72-75; Fiske's Beginning of New England, 81-86; Doyle, 60-64' 
Coffin's Old Times in the Colonies, Chap. VII and VIII- Hig- 
gmson's U. S. History, 153-158; Doyle's English Col., II 27-64- 
Bryant, I, 370-423; Bancroft, I, 198-214; Winsor, III, 269-270' 
Lossmg's Cyclopedia of History, 1096, 11 12; Eggleston's House- 
hold, 37-42; Oilman's Historical Reader, II, 12-21- Historical 
Classic Readings, No. IX, 5-11, 12-27; Johonnot's Ten Great 
Events in History, 207-214; Andrew's History of U. S., I 39-40- 
Wright's Children's Stories in American History. ^00-^1':;- Hil- 
dreth, I, 160-173; Fisher's Col. Era, 90-96. 



28 TOPICAL ANALYSIS. 

j. Govern iiient. 

(1) Who could vote? 

(2) How were laws made and ex- 
ecuted? 

REF. — School Histories: Montgomery, 79; Sheldon, 80; Swinton, 65; 
Seavey's Goodrich, 39. 
General: Doyle, 68; Bancroft, I, 206; Ilildreth, I, 319; Martin's 
Civil Government, 74-78; Fiske's Beginning of New England, 
105-108; Anderson's U. S. Reader, 59; l-'iske's Civil Government, 
192; Thwaites, 123; Lossing's Cyclopedia of History, 1197; 
Bryant, I, 388; Doyle's English Colonies, H, 49, 54; Eggleston's 
Household, 156; Montgomery's Students' History; Fisher's Col. 
Era, 96-100. 

II. ]\Iassachusetts Bay Colony. 

1. The settlement of Salem, 1628. 

a. By whom settled? 

b. By whose authority? 

c. The grant of land — from whom ob- 

tained — extent of grant. 

REF.— School Histories: Montgomery, 80-81; Swinton, 65; Eggleston, 
39-40; Johnston, 27; Higginson's Young Folks, 60; Cooper, 84. 
General: Fiske's Beginning of New England; 95; Thwaites, 125; 
Eggleston's Household, 42; Lodge, 343; Coffin's Old Times in 
the Colonies, 152-183; Bancroft, I, 221-223; Hildreth, I, 173-174; 
Doyle, H, 76-87; Fisher's Col. Era, 102; Judson's Growth of 
American Nation, 34. 

2. Charter of Massachusetts Bav Colony — 
162Q. 

a. The apparent and real object of the 

company in securing this charter. 

b. Object of the King in granting this 

charter. 

c. In whom was invested tlie power to 

make laws and govern the colon}-? 



UNITED STATES HISTORY. 29 

d. Rights and privileges granted to the 

settlers. 

e. Compare this charter with the first 

one given to the London Co. 

REF. — School Histories: Barnes, 56; Fiske, 91; Swinton, 66; Eggleston, 
40-41; Scudder, 7S-81; Seavey's Goodrich, 39; Auderson, 72-73; 
Cooper, 85; Chambers, 135. 
General: Winsor, III, 310-312; Martin's Civil Government, 81; 
Old South Leaflets, No. 7; Thwaite, 125; Constitution and 
Charters, I, 939; Preston's Documents of American History, 36; 
Fiske's Civil Government, 146-148; Fiske's Beginning of New 
England, 95-96; Lodge, 343; Bancroft, I, 224-226; Hildreth, I, 
175-190; Montgomery's Students' History; Doyle, II, 90-96; 
Fisher's Col. Era, 100-103; Judson's Growth of American Na- 
tion, 34-36. 

3. The great emigration in IbSO. 

a. Causes. 

b. Places of settlement. 

c. Why did they settle in towns? 

d. Character of settlers. 

e. Leaders. 

Ref. — School Histories: Thomas, 19; Fiske, 92-95; Montgomerj^, 81-83, 
Swinton, 66; Eggleston, 41; Ridpath (G. E.), 76-77, (A. E.), 90; 
Chambers, 130; Johnston, 18-27; Scudder, 81-85; Niles, 55-56; 
Cooper, 85. 

General: Martin's Civil Gov., 82; Lodge, 344-346; Fiske's Begin- 
ning of New England, 97-102; Thwaite, 126-130; Andrew's U. 
S. History, I, 41-42; Eggleston's Household, 43-44; Bryant, I, 
518; Coffin's Old Times in the Colonies, 166; Bancroft, I, 226- 
231; Hildreth, I, 183-184; Oilman's Story of Boston, 1-45; Ellis' 
Puritan Age in Massachusetts, 1-62; Doyle, II, 97-103; Fisher's 
Col. Era, 103-112 

f. Government. 

(1) Character of. 

(2) Who could participate in the 
government? 



30 TOPICAL ANALYSIS. 

(3) Who were freemen? 

(4) How was the governor and other 
officers elected? 

(5) What limitations? 

REF. — School Histories: Montgomery, 83; Sheldon, 80; Swinton, 67; 
Fiske, 92-94; Seavey's Goodrich, 40; Thomas, 20-21; Ridpath 
(G. E.), 78, (A. E.), 91-94; Anderson, 74. 
General: Lodge, 360; Thwaites, 126-128, 137-139; Fiske's Be- 
ginning of New England, 105-109; Fiske's Civil Gov., 16-20; 
Bancroft, I, 224-225; Hildreth, I, 175, 317; Winsor, III, 312; 
Doyle, II, 103-109; Fisher's Col. Era, 112-114; Frothingham, 19. 

g. Religion. 

(!) What church? 

(2) Ideas in regard to religious free- 
dom. 

(3) The Puritan Sabbath. 

(4) Doctrines. 

Ref. — School Histories: Fiske, 93-94; Montgomery, 83; Johnston, 29; 
Higginson's Young Folks, 74-75. 
General: Fiske's Beginning of New England, 144-151, 154; 
Bancroft, I, 228-229; Hildreth, I, 258-290; Ellis' Puritan Age 
in MassachusetLS, 18, 201, 209, 213, 215, 225-227; Fisher's Col. 
Era, 113-114, 231. 

h. Education. 

(1 ) Purpose of the first schools. 

(2) Kind of schools and how sup- 
ported. 

(3) When and where was the first 
public school established? Results. 

(4) The founding of Harvard Uni- 
versity. 

(5) The printing press. 



UNITED STATES HISTORY. 31 

Rep. — School Histories: Barnes, 96; Thomas, 63; Fiske, 95-96; Mont- 
gomery, 86; Ridpath (G. E.), 80-81, (A. E.), 96; Higginson's 
Young Folks, 86. 
General: Boone's Education in the U. S., 20-24; Thwaites, 130; 
Lodge, 464; Bancroft, I, 315; Hildreth, I, 263, 370; Ellis' Puri- 
tan Age in Massachusetts, 13, 255-257; Montgomery's Students' 
History. 

i. Religious persecution. 1635. 

(1) Roger Williams. 

(a) Who was he? 

(b) What new doctrines did he 
teach? 

(c) How was his teachings re- 
garded by the Puritans? 

(d) Results. Immediate — remote. 

Ref. — School Histories: Barnes, 56-57; Thomas, 21; Fiske, 98; Mont- 
gomery, 84; Eggleston, 42; Ridpath (G. E.), 77, (A. E.), 62; Hig- 
ginson's Young Folks, 68-70; Cooper, 86; Chambers, 137. 
General: Fiske's Beginning of New England, 114-116; Lodge, 
344; Hildreth, I, 221-223, 227-228; Gilman's Story of Boston, 
63-78; Thwaites, 132-133; Bancroft, I, 249-256; Bryant, I, 541- 
547; Gilman's Historical Reader, II, 46-50; Andrew's History of 
U. S., I, 43-46; Ellis' Puritan Age in Massachusetts, 267-290; 
Doyle, II, II 3-1 23; Fisher's Col. Era, 114-115. 

(2) Mrs. Anna Hutchinson. 

(a) Cause. 

(b) Results. 

Ref.— School Histories: Fiske, 99; Ridpath (A. E.), 95. 

General: Thwaite, 133-135; Lodge, 349-350; Fiske's Beginning 
of New England, 11 7-1 20; Hildreth, I, 242, 246, 253, 257; Gil- 
man's Story of Boston, 79-78; Ellis' Puritan Age in Massachu- 
setts, 305-354; Doyle, II, 136; Fisher's Col. Era, 11 7-1 19. 

j. Salem Witchcraft. 

Ref.— School Histories: Barnes, 60; Fiske, 164, Note i; Thomas, 59; 
Montgomery, 92; Eggleston, 111-112; Ridpath (G. E.), 93-97, 
(A. E.), 111-116; Johnston, 30; Cooper, 87; Chambers, 175. 



32 TOPICAL ANALYSIS. 

General: Thwaite, 190-192; Historical Classic Readings, No. 4, 
29; Bancroft, 11,58-67; Bryant and Gay, 11,450-471; Hildreth, 
II, 145-167; Coffin's Old Times in Colonies, 304; Fisher's Col. 
Era, 220. 

III. Compare and contrast Massachusetts and Vir- 
ginia in regard to government, religion, 
education and S3'steni of labor. 

NEW HAMPSHIRE. 

1. Time and place of first settlements. 

2. By whom settled? 

3. By whose authority? 

4. Object of settlers. 

5. Government. 

6. Its relation to Massachusetts. 

Rek. — School Histories: Montgomery, 94-96; Seavey's Goodrich, 45-46; 
Swinton, 79-So; Eggleston, 42; Barnes, 60; Ridpath (G. E.), 131- 
133, (A. E. 1, 138-142; Thomas, 24; Johnston, 31-32; Higginson's 
Young Folks, 66-67. 
General: Hildreth, I, 258; Bancroft, I, 217-218, 262; Winsor, HI, 
326-327; Doyle's Eng. Col., II, 201-202, 204, 210; Coffin's Old 
Times in the Colonies, Chap. XII; Eggleston's Household, 46, 
194; Bryant, I, 333-336, H, 27-38, 419-425; Thwaites. 152-153; 
Fiske's Beginning of New England, 119-120, 154, 259; Lodge, 
397-405. 

CONNECTICUT. 

I. When, where and by whom was the first settle- 

ment made? 

II. Object of the first settlers. 

Ref. — School Histories: Barnes, 61; Anderson, 74-75; Higginson's 
Young F'olks, 71; Cooper, 89; Seave3's Goodrich, 46; Mont- 
gomery, 96; Fiske, luo; Ridpath. (G. E.), i2u, (A. E.), 124; 
Niles, 57. 



UNITED STATES HISTORY. 33 

General: Fiske's Beginuing of New England, 123; Lodge, 287- 
298, 34.6; Johnston's Connecticut, 1-16; Coffin's Old Times in 
Colonies, 171-172; Lossing's Cyclopedia of History, 298; 
Thwaite, 140; Fisher's Col. Era, 126. 

III. WetTiersfield, Hartford and Windsor. * 

1. When and by whom settled? 

2. Cause of these settlements. 

3. Thomas Hooker. 

a. His relation to these settlements. 

b. His views of government — how dif- 

ferent those of Gov. Winthrop. 

Ref. — School Histories: Anderson, 75-76; Johnston, 32-33; Higginson's 
Young Folks, 72; Ridpath (G. E.), 120-124; Barnes, 62; Thomas, 
23; Seavey's Goodrich, 47; Swintou, 71-72; Montgomery, 96-97; 
Niles, 57; Fiske, 100-102. 
General: Lodge, 348-373; Coffin's Old Times in Colonies, 172-176; 
Johnston's Conn., 1-25; Old South Leaflets, No. 55; Fiske's Be- 
ginning of New England, 124-127; Brj^ant, I, 547-552, H, 22-24, 
36; Bancroft, I, 270-272; Doyle's English Col., II, 153-154, 157- 
189; Fiske's Civil Government, 192-193, 329; Lossing's Cyclope- 
dia of History, 298-299; Fisher's Col. Era, 127. 

4. The written constitution, 1639.. 

a. By whom prepared? 

b. By whose authority? 

c. Object. 

d. Who could vote? 

e. For what is this constitution remark- 

able? 

f. Decide the importance of this event. 

Ref. — School Histories: Barnes, 63; Thomas, 23; Seavey's Goodrich, 
48; Montgomery, 97-98; Fiske, 102. 
General: Fiske's Beginning of New England, 127-128; Johnston's 
Connecticut, 56-82, 389-396; Preston's Documents, 78-84; Loss- 
ing's Cyclopedia of History, 299; Thwaites, 142-143; Winsor, III, 
330; Bryant, II, 23-24; Fisher's Col. Era, 128, Doyle, II, 159-160. 



34 TOPICAI^ ANALYSIS. 

5. Religion. 

a. What church? 

b. To what extent was their religious 
* freedom? 

REF. — School Histories: Thomas, 23; Montgomery, 98. 

General: Wiusor, III, 334; Fisher's Col. Era, 172, 232-235. 

IV. New Haven, 1638. 

1. By whom settled? 

2. Why a separate colony? 

3. Peculiarities. 

4. Government — "The Blue Laws." 

Ref. — School Histories: Anderson, 80; Seavey's Goodrich, 48; Mont- 
gomery, 98; Fiske, 104-105; Ridpath (G. E.), 123, (A. E.), 128. 
General: Eiske's Beginning of New England, 134-137; Lodge, 
374; Johnston's Connecticut, 83-107; Thwaite, 144-146; Winsor, 
III, 332-333; Bryant, II, 27-30; Fisher's Col. Era, 129-130; 
Do}-le, II, 190-199. 

V. Education. 

Ref. — Swinton, 75; Johnston's Conn., 101-267. 

VI. Charter of Connecticut Colonies, 1662. 

1. By whom granted? 

2. Limits of territory. 

3. Rights and privileges granted to settlers. 

4. Were there any restrictions? 

5. Attitude of James II. towards the colony. 

6. Tell the story of the Charter Oak. 

7. What does the history of this charter re- 
veal to us of the Connecticut people? 

Ref. — School Histories: Johnston, 34; Barnes, 63; Cooper, 90; Seavey's 
Goodrich, 49; Swiuton's, 74-75; Montgomery, 99-100; Ridpath 
(G. E.), 129-130. 



UNITED STATES HISTORY. 35 

General: Lodge, 376; Johnston's Conn., 163-191; Preston's Docu- 
ments, 109-196; Lossing's Cyclopedia of History, 297-298; Win- 
sor, III, 334; Fisher's Col. Era, 150-162; Bryant, II, 391-392. 

RHODE ISLAND. 

I. Flight of Roger Williams from Massachusetts 

and his winter with the Indians. 

II. Founding of Providence, 1636. 

1. Object. 

2. By whose authority? • 

3. Character of settlers. 

4. Upon what new principle was this colony 
founded, that finally became a part of the 
Constitution of the United States? 

5. Government up to 1644. 

a. Character of, 

b. Who could vote and hold of&ce? 

6. Religion. 

a. What church? 

b. Religious liberty. 

Ref. — School Histories: Barnes, 64; Thomas, 22; Higginson's Young 
Folks, 68-70; Cooper, 91; Seavey's Goodrich, 50-51; Swinton, 
76-77; Montgomery, 106-107; Niles, 60; Fiske, 98-99; Johnston, 
35; Ridpath (G. E.), 127, (A. E.), 133-134- 
General: Preston's Documents, no; Lodge, 385; Coffin's Old 
Times in Colonies, 184-191; Lossing's Cyclopedia of History, 
1208-1209, 1525-1526; Thwaite, 146-148; Winsor, III, 335-339; 
Bryant, II, 38, 99, 104; Fisher's Col. Era, 123-125; Doyle, II, 
179-189; Butterworth, 84. 

III. Settlements of Anne Hutchinson and others. 

1. When and where? 

2. Causes. 



36 TOPICAL ANALYSIS. 

Ref. — School Histories: Fiske, 99: Ridpath (A. E.), 134-135. 

General: Coffin's Old Times in the Colonies, 192-194; Lossing's 
Cyclopedia of History, 662. 

IV. Charter, 1644. 

1. By whom secured? 

2. Powers granted? 

3. Kind of government organized under this 
charter? 

4. What change was made in 1663? 

Ref. — School Histories: Barnes, 65; Seavey's Goodrich, 51; Swinton, 
78; Montgomery, 108; Johnston, 36; Ridpath (G. E.), 129, (A. 
K-). 135-138. 
General: Thwaites, 148; Fisher's Col. Era, 136-230; Doyle, II, 
271. 



New England Colonies as a Whole. 

I. The Pequod War, lo37. 

1. Causes. 

2. Events. 

3. Results. 

Ref. — School Histories: Anderson, 76; Barnes, 62; Seavey's Goodrich, 
47; Swinton, 73; Montgomery, 97; Niles, 58; Fiske, 103-104; 
Ridpath (G. E.), 1 21-122, (A. E.), 125-128; Chambers, 166. 
General: Fiske's Beginning of New England, 129 134; Lodge, 
373-374; Coffin's Old Times in the Colonies, 173-183; Johnston's 
Connecticut, 26-55; Fisher's Col. Era, 132; Doyle, II, 160-178. 

II. The New England Union, 1643. 

1. Which colonies united? 

2. Causes. 

3. Purpose. 



UNITED STATES HISTORY. 37 

4. Nature of the Union. 

5. Which two colonies were excluded? 
Reason? 

6. Decide the importance of this event. 

Ref. — School Histories: Thomas, 51; Barnes, 57; Montgomery, 87-88; 
Fiske, 107; Johnston, 37; Sheldon, 119; Ridpath (G. E.), 82-83, 
(A. E.), 97-99; Higginson's Young Folks, 83. 
General: Washington and His Country, 37-38; Bryant, II, 48; 
Bancroft, I, 289-296; Lodge, 351; Fiske's Civil Government, 201; 
Hildreth, I, 285; Thwaite, 154-156; Fiske's Beginning of New 
England, 140-143; Andrew's History of U. 8., I, 46-47; Fisher's 
Col. Era, 133-136; Doyle, 220-236; Frothingham, 36, 38-44. 

III. Persecution of the Quakers, 1656-1660. 

1. What were their religious views? 

2. Origin of the Quakers. 

3. Why did they come to New England ? 

4. Treatment by the Puritans. 

5. Results. 

6. Did these persecutions promote or retard 
the growth of religious toleration? 

Ref. — School Histories: Thomas, 58; Fiske, 107-109; Montgomery, 89- 
90; Ridpath (G. E.), 83-84, (A. E.), 100; Johnston, 29; Higgin- 
son's Young Folks, 80. 

General: Fiske's Beginning of New England, 179-191; Lodge, 
354; Bancroft, I, 312-316; Hildreth, I, 399-408, 453; Gilman's 
Story of Boston, 110-113; Ellis' Puritan Age in Massachusetts, 
408-450; Fisher's Col. Era, 50, 73, 146, 151, 234, 186, 196, 257; 
Doyle, II, 98-114; Thwaite, 165; Bryant, II, 166-194. 

IV. King Philip's War, 1674. 

1. Causes. 

2. Character of Indian warfare. 

3. Effects of this war upon the colonies. 

4. Results. 



38 TOPICAL ANALYSIS. 

Ref. — School Histories: Barnes, 57-59; Thomas, 52; Fiske, 110-112; 
Sheldon, 83-85; Johnston, 39; Montgomery, 91; Swintjn, 69; 
Ridpath (G. E.), 93-97. 'A. K.), 103-111; Chambers, 167. 
General: Washington and His Conntry. 41-43; Hildreth, I, 4S0; 
Historical Classic Readings, No. 4; Fiskc's Beginning of New 
England, 199-241; Bancroft, I, 382; Ellis' Puritan Age in Massa- 
chusetts, 520-528; Fisher's Col. Era, 153-157; Andrew's History 
of the U. S., I, 82-91. 

V. Rule of Andros, 1686-1689. 

1. Cause of this change in government. 

2. Changes made by Andros. 

3. Results. 

Ref. — School Histories: Cooper, 96; Thomas, 56; Fiske, 112; Johnston, 
65-74; Montgomery, 100; Higginson, 220. 
General: Fisher's Col. Era, 160-164; Thwaite, 174-176; Bryant, 
n, 387-395; Bancroft, I, 590-595; Coffin's Old Times in the Col., 
265-270; Doyle's Eng. Col., IH, 234, 243, 245, 249, 252, 262; 
Andrew's, I, 78-81. 



The Remaining fliddle Colonies. 

DELAWARE. 

1. Time and place of first settlement. 

2. By whose authority. 

3. Object of settlers. 

4. How governed. 

Ref. — School Histories: Barnes, 69; Higginson's Young Folks, 106-108; 
Johnston, 29-30; Seavey's (Goodrich, 58-59; Cooper, 47-48; Swin- 
ton, 96; Montgomery, 109-110; Ridpath (G. E).), 105. 
General: Thwaite, 207-210; Bryant, I, 466-469; Hildreth, I, 
413, 431-434, 441; Bancroft, I, 501-503; Coffin's Old Times in the 
Colonies, 199-201; Eggleston's Household, 50. 



UNITED STATES HISTORY. 39 

NEW JERSEY. 

I. When, where and by whom first settled? 

II. Settlement of Elizabethtown, 1665. 

1. By whom settled? 

2. Object of proprietors and settlers. 

3. Government. 

a. Plan of government — by whom made? 

b. Power given to colonists. 

c. Who were freemen? 

d. Rights and liberties granted to set- 

tlers. 

Ref. — School Histories: Thomas, 38-39; Barnes, 68; Higginsoii's Young 
Folks, 99; Cooper, 103; Seavey's Goodrich, 57-58; Swinton, 89- 
90; Montgomery, 72-73; Niles, 71; Eggleston, 57; Johnston, 61- 
62; Ridpath (G. E.). i34-i35. (A. E.) 167-171. 
General: Thwaite, 210-212; Lodge, 273-284; Winsor, III, 423- 
427; Fisher's Col. Era, 190-195. 

III. The Division of Jersey — the Quakers. 

1. The Assembly of West Jersey and the 
laws passed. 

2. Self government to what extent? 

Ref. — School Histories: Barnes, 68; Thomas, 39-40; Swinton, 90-91; 
Montgomery, 73-74; Niles, 72; Ridpath (G. E.)> 136, (A. E.) 
171-172. 
General: Lodge, 264-265; Thwaite, 212; Winsor, III, 40; 
Bryant, II, 476; Fisher's Col. Era, 196. 

PENNSYLVANIA. 

I. William Penn. 

1. His history before coming to America. 



40 TOPICAIv ANALYSIS. 

Ref. — School Histories: Barnes, Note i; Thomas, 41; Higginson's 
Young Folks, 101; Cooper, 104-105; Fiske, 139; Ridpath (A. E.). 
173. 
General: Bancroft, I, 552, 556, 563; Coffin's Old Times in the 
Col., 216-223, 297; Lossiug's Cyclopedia of History, 1071, 
1073; Winsor, III, 469- [76; Bryant, 11, 472, 480-485; Egglestou's 
Household, 59-61. 

2. Charter from Charles II. 

a. Extent of grant. 

b. Terms. 

c. Privileges granted. 

d. Restrictions. 

Rek. — School Histories: Thomas, 41-42; Higginson's Young Folks, 
102; Swinton, 92; Eggleston, 58; Fiske, 139; Johnston, 62; Rid- 
path (G. E.), 139, (A. E.) 173; Scudder, 110-115; Chambers, 145. 
General: Preston's Documents, 130-145; Hildreth, H, 52, 57-58; 
Bryant, H, 480-486; Lodge, 211; Coffin's Old Times in the Col., 
298; Thwaite, 215; Winsor, HI, 476-479; Historical Cla.ssic 
Readings, No. 9, 40-45; Fisher's Col. Era, 200. 

II. Emigration to Pennsylvania. 

1. The Dutch and Swedes. 

2. Penu's Colonies. 

a. Object. 

b. Time and place. 

c. Inducements to settlers. 

d. Settlers. 

(1 ) Number and character of. 

(2) Where from. 

(3) Reasons for coming to America. 

e. Founding of Philadelphia. 

(1) Wh}' given this name? 

(2) Location. 

(3) Plan of city, streets, etc. 



UNITED STATES HISTORY. 41 

REE. — School Histories: Barnes, 70; Thomas, 42, 44; Higginson's Young 
Folks, 102 104; Seavey's Goodrich, 62; Montgomery, 116-117; 
Eggleston, 59; Fiske, 140; Johnston, 63; Ridpath (G. E.). ^39- 
142, (A. E.) 174-177- 
General: Lodge, 212-213, 227-228; Coffin's Old Times in the Col., 
229-302; Lossing's Cyclopedia of History, 1072; Winsor, 481- 
484; Bancroft, I, 552, 556, 563; Hildreth, II, 66, 72-75, 98; 
Bryant, II, 4S7-498. 

III. Government, The Great Law. 

1. Penn's idea of government. 

2. Authority vested in whom. 

3. Laws made and executed by — 

Governor, ] 

Council, V How chosen. 

Assembly, j 

4. Character of laws passed by first Assembly 
in regard to — 

a. Religious worship. 

b. Voting and holding office. 

c. Trades. 

d. Death penalty and prison reform. 

REF. — School Histories: Barnes, 70; Thomas, 43; Swinton, 93; Mont- 
gomery, 117-118; Fiske, 140; Johnston, 63; Sheldon, 94. 
General: Lodge, 230-238; Thwaite, 216; Winsor, III, 484-4S8; 
Fisher's Col. Era, 202-203. 

IV. Penn's treaty with the Indians. 

1. Character of. 

2. Results. 

REF. — School Histories: Barnes, 71, note; Thomas, 44; Montgomery, 
118-119; Ridpath (G. E.), 141, (A. E.) 176. 
General: Lossing's Cyclopedia of History, 1073; Winsor, III, 512- 
513. 

V. Religion. 



42 TOPICAL ANALYSIS. 

1. The different denominations. 

2. Extent of religious freedom. 
VI. Education. 

Ref. — School Histories: Hij^ginson's Young Folks, 105; Swinton, 95; 
Cooper, 144. 
General: Lodge, 233-235, 253-255; Winsor, III, 492-494; Fisher's 
Col. Era, 205, 270. 

Remaining Southern Colonies. 

MARYLAND. 

I. Grant and charter to Lord Baltimore. 

1 . Extent of grant. 

2. Terms of the grant. 

3. Object of Lord Baltimore.- 

4. Privileges granted to the proprietor and 
settlers. 

Ref. — School Histories: Johnston, 47; Thomas, 24-26; Anderson, 81; 
Montgomery, loi; Swinton, 97; Seavey's Goodrich, 59; Niles, 
78; Barnes, 72-73; Egglestou, 50-51; Sheldon, 70-71; Ridpath 
(G. E.), 144-145, (A. E.^ 182-184; Scudder, 120-122; Higginson's 
Young Folks, 121-123; Cooper, 65. 
General: Preston's Documents, 62; Eggle.ston's Household, 52- 
53; Thwaite, 81-82; Andrews, I, 48-50; Bryant, I, 484-497; 
Hildreth, I, 204-206, 209; Bancroft, I, 155-156, 159; Lodge, 93- 
97; Winsor, III, 520-526; Coffin's Old Times in the Colonies, 
293; Eggleston's Household, 52-53; Doyle, 1,275-285; Fisher's 
Col. lira, 62-64. 

IL Settlement of St. Mary's, ]b34. 

L Number and character of first settlers. 

2. Compare with first settlement of Virginia, 
in. Government. 

1. What authority was given the colonists. 

2. How were laws made? 



UNITED STATES HISTORY. 43 

3. Sliow in what way Lord Baltimore was 
given more power than William Penn. 

REK. — School Histories: Johnston, 47; Anderson, 82; Thomas, 26, 
Cooper, 65-66; Montgomery, 102. Swinton, 97-98; Seavey's 
Goodrich, 59-60; Niles, 78; Ridpath (G. E.). i45-i47, (A. E.) 
185-186; Fiske, 126; Higginson's Young Folks, 121. 
General: Eggleston's Household, 53-55; Thwaite, 82-83; Andrews, 
I, 51; Doyle, I, 276, 281, 283-285; Winsor, III, 517-519; Coffin's 
Old Times in Col., 293-296; Lodge, 95-99. 

IV. Religion. 

1. What churches. 

2. Religious freedom. 

3. Compare with Rhode Island and Penn- 
sylvania. 

4. Effect of the "Toleration Act". 

REF. — School Histories: Johnston, 48; Thomas, 27; Montgomery, 102- 
103; Swinton, 98; Seavey's Goodrich, 60; .Sheldon, 71; Fiske, 
127; Higginson's Young Folks, 122; Ridpath (A. E.), 187; 
Cooper, 67. 
General: Winsor, III, 530, 535; Doyle, I, 305; Lodge, 96-102; 
Fisher's Col. Era, 64-65, 68-70. 

V. Events. 

1. Clayborne's Rebellion. 

a. Cause. 

b. Events. 

c. Results. 

2. Religious War 

a. Cause. 

b. Results. 

Rek. — School Histories: Anderson, 83-84; Montgomery, 103; Swinton, 
98-99; Barnes, 73; Fiske, 127-128; Ridpath (A. E.). 186-188. 
General: Andrews, I, 53-55; Winsor, III, 527; Doyle, I, 294-295; 
Lodge, 100-107; Fisher's Col. Era, 70-71. 



44 TOPICAL ANALYSIS. 

3. Establishment of the Church of England, 

1688. 

a. Cause. 

b. Results. 

4. Alary land restored to Lord Baltimore, 1715. 

5. Mason and Dixon Line. 

REF. — School Histories: Johnston, 48; Thomas, 66-67; Montgomerj', 
105; Higginson's Young Folks, 123. 
General: Lodge, 1 19-124. 

NORTH AND SOUTH CAROLINA. 

I. Grant of Charles H to Lord Clarendon and Seven 
Associates. 

1. Reasons for making this grant. 

2. Extent of territory. 

Ref. — School Histories: Johnston, 49; Anderson, 91; Thomas, 30; 
Cooper, 68-69; Montgomery, iii; Swinton, 100; Seavey's Good- 
rich, 64; Barnes, 74; Eggleston, 53; Fiske, 147; Higginson's 
Young Folks, 124-125. 
General: Eggleston's Household, 55; Thwaitc, 87; Bryant, H, 
268-272, 276-277, 355-358, 360-362; Hildreth, H, 25-2S, 29, 33- 
34; Bancroft, I, 408,-411, 416-418; Lodge, 134-135; Coffin's Old 
Times in Col., 337; Fisher's Col. Era, 76; Doyle, H, 76. 

H. Government — The Grand JModel. 

1 . By whom prepared. 

2. Character of. 

3. Rights and privileges granted to .settlers. 

4. Re.sults. 

Ref. — School Histories: Johnston, 49; Anderson, 92; IMoiitgomery, 113; 
Thomas, 30-31; Cooper, 69-70; Barnes, 75; Ridpath (G. E. ), 
149, (A. E.) 191- 192; Higginson's Young Folks, 125. 
General: Eggleston's Household, 56; Thwaite, 90-91; Coffin's 
Old Times in Col., 337-338; Fisher's Col. Era, 77-78; Doyle, I, 
328-230. 



UNITED STATES HISTORY. 45 

III. North Carolina. 

1. When and where first settled. 

2. By whom settled. 

3. Object of first settlers. 

4. Later settlements. 

5. Character of settlers. 

6. Government. 

Rep. — School Histories: Johnston, 50-51; Anderson; 93; Thomas, 31-32; 
Swinton, 100-102; Seavey's Goodrich, 64-66; Niles, 80; Eggles- 
ton, 53-54; Fiske, 148; Ridpath (A. E.), 190. 192-195. 
General: Thwaite, 94; Eggleston's Household, 56-57; Doyle, I, 
331.335,357-358; Lodge, 132-133,136,137; Coffin's Old Times 
in Col., 339; Fisher's Col. Era, 77. 

IV. South Carolina. 

1. When, where and by whom first settled. 

2. Settlers from other colonies and the 

Huguenots. 

a. Cause of their coming to South 

Carolina. 

b. Eff"ect. 

3. Government. 

4. Cultivation of rice and indigo. 

5. Slavery. 

Ref. — School Histories: Johnston, 52-53; Thomas, 32; Cooper, 70-72; 
Montgomery, 112; Swinton, 103-105; Seavey's Goodrich, 65-67; 
Ridpath (G. E.), 152-155, (A. E.) 196-203; Fiske, 149; Hig- 
ginson's Young Folks, 126. 
General: Lodge, 158, 161-162, 173; Coffin's Old Times in the 
Colonies, 340-342, 344; Fisher's Col. Era, 80. 

V. Division of Carolina, 1 729. 

1. Cause. 



46 TOPICAL ANALYSIS. 

Rkf. — School Histories: Thomas, .^i; Barues, 76; IMoiiti^'oiiurv, 114; 
Higginsou's, Young Folks, 127. 

VI. Religion. 

VII. Education. 

Ref.— School Histories: Ridpath (G. E.), 151, (A. K) 195. 

General: Lodge, 140, 15CJ-151, 160, 174, 185- 1S6; Coffin's Old 
Times in Col., 342, 346-347. 

GEORGIA. 

I. Settlement of. 

1. Object of Oglethorp. 

2. Object of King. 

3. Charter. 

a. To whom given. 

b. Extent of grant. 

c. Authority of trustees. 

d. Privileges granted to settlers. 

e. Restrictions. 

(1) Upon the trustees. 

(2) Upon the settlers. 

f. Rights given to foreigners — causes, 
g. Religious toleration. 

Rki'".— School Histories: Johnston, 54; Anderson, 103; Thomas, 33; 
Cooper, 72-73; Montgomery, 120, 122-123; Swinton, 106-107; 
Niles, 82; Higginson's Young Folks, 127-130; Barnes, 76; 
Kggleston, 62 64; Sheldon, 94-95; Scudder, 126-127; Ridpath 
(G. E.), 156, (A. E.) 204; Fiske, 150-152; Chambers, 152. 
General: Preston's Documents, 148; Eggleston's Household, 6^- 
64; Thwaite, 258-266; Hancroft, H, 281-286, 298; Bryant, h'i, 
143-151, 153-155, 165-166; Winsor, V, 361-392; Lodge, 187, 189- 
190,198.202-203; Coffin's Old Times in Col., 350-356; Fisher's 
Col. Era, 303 305, 307-308. 

II. Settlement of Savannah, 1733. 

1. Character of first settlers. 



UNITED STATES HISTORY. 47 

2. Growth of colony. 

Ref. — School Histories: Johnston, 54; Anderson, 104-105; Cooper, 74; 
Montgomer}^ 121; Seavey's Goodrich, 79; Niles, 82-83; Eg- 
gleston, 64-66; Ridpath (G. E.). 156-160, (A. E.) 208-211; Fiske, 
150. 
General: Eggleston's Household, 65-69; Thwaite, 258, 260-263, 
Lodge, 189-190; Fisher's Col. Era, 306. 



The Struggle for Supremacy in America, 1689=1763, 
or The Inter=Colonial Wars. 

I. The French in America. 

1 . Discoveries and explorations by — 

a. Cartier, DeMonts and Champlain. 

b. Joliet and Marqnet, LaSalle. 

2. Work of the Jesuit Missionaries. 

3. Territory occupied. 

4. Posts established — where located. 

RiiF. — School Histories: Montgomery, 124-129; Higginson's Young 
Folks, 142; Johnston, 68-70; Scudder, 51-54; Fiske, 155-159; 
Thomas, 53-54; Swinton, 114-115; Eggleston, 116-117; Seavey's 
Goodrich, 80; Niles, 85-87; Ridpath (G. E.), 161-162; (A. E.) 
213-216; Chambers, 62-65, I55-I59- 
General: Bancroft, I. 18-21, II, 138-139; Judson's Growth of 
American Nation, 40-42; Andrews, I, 136-139; Hinsdale's Old 
Northwest, 1-5, 9-1 1, 21-46; Eggleston's Household, 115- 118; 
Wright's Children's Stories in American History, 316-330; Mont- 
gomery's Student's History; Parkman's Montcalm and Wolfe, 
5-20; Sloane's French War and the Rev., 22; Judson, 40-42. 

II. The Indians. 

1. Treatment of, by the French. 

2. Treatment of, by the English. 

3. Which aided the French? 

4. The Iroquois. 

a. Strength of. 



48 TOPICAI, AXA1,YSIS. 

b. Territoiy occupied. 

c. Wli}' enemies of the French. 

d. Why friendly to the English. 

Ref. — School Histories: Fiske, 54-55; Cooper, 112; Thomas, 54; E.ugles- 
ton, 118; Anderson, 108 and note. 
General: Judson's Growth of American Nation, 42; Hinsdale's 
Old Northwest, 24-25; Coffin's Old Times in the Colonies, 254- 
258; Sloane's French War and the Rev., 28-36; Judson, 42. 

III. King William's war, 1689-1697. 

1. Causes. 

2. Scene of conflict. 

3. Principal events. 

a. French and Indian attacks upon the 

frontier settlements. 

b. Capture of Port Royal. 

4. Results. 

Rkf. — vSchool Histories: Montgomery, 129; Barnes, 77-78; Fiske, 161- 
165; Higginson's Young Folks, 142-147; Swinton, 115-116; Eg- 
gleston, 122-126; Cooper, 112-114; Scavey's Goodrich, 82; Niles, 
88-S9; Johnston, 75-77. 
General: Thwaite, 254-255; Doyle's English Colonies, IH, 278- 
284; Montgomery's English Histor\-, 285-2S6; Bryant, HI, 16-22, 
29. 3)3'i Coffin's Old Times in the Colonies, 271-2S8; Eggleston's 
Household, 120-124; Hinsdale's Old Northwest, 56; Hildreth, H, 
126, 130-133, 196; Judson's Growth of American Nation, 40-42; 
Andrew's, I, 141. 

IV. Queen Anne's War, 1702-1713. 

1. Causes — in Europe and America. 

2. Scene of conflict. 

3. Recapture of Port Ro3\al. 

4. Indian depredations. 

r). Treaty of Utrecht — The "Assients" 
Clause. 



UNITED STATES HISTORY. 49 

Ref. — School Histories: Montgomery, 130; Barnes, 79-80; Eggleston, 
124; Swinton, 117-11S; Fiske, 165-166; Seavey's Goodrich, 83-85; 
Johnston, 105. 
General: Montgomery's English History, 291-294, 297; Bryant, 
III, 122-126; Bancroft, H, 16S, 206; Eggleston's Household, 124- 
126; Coffin's Old Times in the Colonies, Chap. XXVI: Hildreth, 
II, 225, 227, 252, 258, 262, 276; Doyle's English Colonies, III, 
347-.350I 369. 773; Hinsdale's Old Northwest, 56; Andrews, I, 
141-143. 

V. King George's War, 1744-1748. 

1. Causes. 

2. Scene of conflict. 

3. Capture of Louisburg. 

a. Importance of. 

b. Eff"ect. 

4. Treaty of Aixlachapelle. 

Ref. — School Histories: Montgomery; 130-131; Barnes, 79-80; Eggles- 
ton, 124-126; Swinton, 119; Fiske, 166-167; Seavey's Goodrich, 
86-87. 
General: Bryant, III, 208-221; Bancroft, II, 300, 305-309, 311; 
Hildreth, H, 376, 382, 394, 404; Eggleston's Household, 78-90, 
127; Parkman's Montcalm and Wolfe, I, Chap. IV; Winsor, V. 
410-413; Hinsdale's Old Northwest, 57; Andrews, I, 144-145. 

VI. The French and Indian War, 1754-1763. 



The Decisive Struggle. 

Rival claims in North America. 

a. Territory claimed by each nation. 

b. Grounds upon which each based its 

claim. 

c. Show how the Iroquois had kept the 

two nations apart. 

d. What had the geography of the coun- 

try to do with the conflict ? 
Territory in dispute. — Virginia's claim 



50 TOPICAL ANALYSIS. 

to this territory — bases of her claims. 

3. Advantages and disadvantages of each 
nation. 

4. Immediate cause of the war. 

a. Quarrels of French and English fur 

traders and trappers. 

b. The Organization of the Ohio Com- 

pany. 

5. Strength of the two nations — why the 

difference? 

Ref. — School Histories: Montgomery, 131-132; Barnes, 81; Johnston, 
68-72; Eggleston, 116-119; Swinton, 120; Fiske, 155-160; Thomas, 
54-55, 69-72; Scudder, 138-142; Ridpath (G. E.), 161-162, (A. E.), 
216-218; Cooper, iio-iii; Seavey's Goodrich, 87-S8; Sheldon, 
74-77,87-91; 101-103; Anderson, 106-107. 
General: Thwaite, 246, 252-257; Hart, 23-28; Bryant III, 255-257, 
259; Hildreth, II, 433, 43M37- 439; Bancroft, il, 371, 377, 379- 
381, 383-385; Washington and His Countrj-, 64; Parkman's Mont- 
calm and Wolfe, 20-89; Judson's Growth of American Nation, 
43-44, 48; Andrew's, I, 139-140; Hinsdale's Old Northwest, 24- 
25; Eggleston's Household, 118; Sloane's French War and the 
Rev., 22; Judson, 42-44. 

6. Important events. 

a. Washington's mission. 

(1) Purpose. 

(2) The journey. 

(3) Results. 

Ref. — School Histories: Montgomery, 132-134; Barnes, 81-S2; Sheldon, 
103-105; Fiske, 169; Eggleston, 128-129; Thomas, 71-72; Scud- 
der, 145; Higginson's Young Folks, 149-150; Ridpath (G. E.), 
120; (A. E.), 218-220; Cooper, 114-115; Niles, 92-93; Anderson, 
108-1 11; Chambers, 186-188. 
General: Winsor, V, 492-493; Parkman's Montcalm and Wolfe, 
I, 128. 135, 145; Bryant, III, 259; Bancroft, 11,384-385; Washing- 
ton and his country, 64; Coffin's Old Times in the Col., Chaj). 
XXI, Hildreth, II, 436-437, 439; Andrews, I, 146; Anderson's 
Historical Reader, 1 14-117. 



UNITED STATES HISTORY. 51 

b. The Albany Convention. 

(1) How called — purpose, 

(2) Indian and colonial delegates. 

(3) Franklin's Plan of Union. 

(a) Statement of. 

(b) Why rejected by England. 

(c) Why rejected by the colonies. 

(4) Significance of this event. 

REF. — School Histories: Montgomery, 135; Fiske, 187-188; Higginson's 
Young Folks, 151; Johnston, 73; Sheldon, 105-106; Thomas, 72; 
Seavey's Goodrich, 88; Niles 94. 
General: Thwaite, 270-271; Hart, 28; Fiske's Civil Gov., 201; 
Lalor, I, 45; Bancroft, II, 386; Hildreth, II, 413; Winsor, VI, 63; 
Bryant, III, 261; Fiske's War of Independence, 32, 34-36; Park- 
man's Montcalm and Wolfe, I, 170, 172, 175; Macy's Our Gov't., 
36-37; Old South Leaflets, No. 9; Martin's Civil Gov't., 228; 
Fisher's Col. Era, 237; Frothingham, 132-151. 

c. Braddock's defeat. 

(1) Cause. 

(2) The expedition. 

(3) Results. 

Ref. — School Histories: Montgomery, 135-136; Higginson's Young 
Folks, 152-154; Eggleston, 129-131; Fiske, 170-172; Thomas, 74; 
Barnes, 83; Ridpath, (G. E.), 165-167, (A. E.), 221-227; Cooper, 
115-116; Seavey's Goodrich, 89; Niles, 95-96; Sheldon, 106-108; 
Anderson, iii. 
General: Bryant, III, 262-270; Parkman's Montcalm and Wolfe, 
I, 196; Coffin's Old Times in the Col , 371-388; Bancroft, II, 419- 
433; Hildreth, II, 457-459; Winsor, V, 494-500; Washington and 
His Country, 68-93; Eggleston's Household, 128-132; Anderson's 
Historical Reader, 118-121; Sloane's French War and the Rev., 
43-45- 

d. Removal of the Acadians — cause. 
Tell the story of Longfellow's Evan- 
geline. 



52 TOPICAL ANALYSIS. 

Ref. — School Histories: Eggleston, 131-132; Thomas, 74; Fiske, 170; 
Higginson's Young Folks, 152; Ridpath, (G. E.), 168-169, (A. 
E.), 227-230; Cooper, 117; Niles, 95; Anderson, 112-113; Cham- 
bers, 189. 
General: Bryant, III, 270-281; Bancroft, 11,419-433; Ilildreth, II, 
456-457; Winsor, V, 415-41S; Tarknian's Montcalm and Wolfe, 
I, Chap. VIII; Judson's Growth American Nation, 44-45; Eg- 
gleston's Household, 132; Wright's Children's Stories in Amer- 
ican History; 331-336; Fisher's Col. Era, 238; Sloaue, 46. 

e. Locate the following places and tell 

why each was important: Lonis- 
bnrg, Fort Dnquesne, Fort Niagara, 
Ticonderoga. 

f. Who was William Pitt and what had 

he to do with the success of the 
English ? 

Ref. — School Histories: Barnes, 83-86; Montgomery', 136; Fiske, 169 
Cooper, 118; Thomas, 75; Seavey's Goodrich, 91-93; Anderson, 
114-115; Ridpath, (Ci. E.), 170-175, (A. E.), 230-239; Chambers, 
189-193; 

General: Bancroft, II, 454-502; Parkmau's Montcalm and W^olfe, 
I, Chap. XV, Chap. XIX, XXII, 236-248; Bryant, III, 2S9-291; 
297-302; Washington anil His Country, 103-105, no, 108, 117, 
Hildreth, II, 481-486; Winsor, V, 520-524; Coffin's Old Times in 
the Col., 426-434; Andrews, I, 147-150; Eggleston's Household, 
133-136; Drake's Taking of Louisburg; Sloane, 64-82. 

g. Fall of Quebec. 

(1) Location and importance of 
Quebec. 

(2) Strength of each army. 

(3) Story of the capture. 

(4) Result. 

Ref. — School Histories: Cooper, 119-120; Barnes, 87-89; Eggleston, 
137-139; Sheldon, 109-112; Montgomery, 137-138; Fiske, 173- 
174; Thomas, 77; Seavey's Goodrich, 93-94; Niles, 96-97; Ander- 
son, 115-117; Ridpath, (G. E.), i75-i7«, (A. E.), 239-243. 



UNITED STATES HISTORY. 53 

General: Parkman's Mouutcalm and Wolfe, II, 184, and Chap. 
XXV, XXVII, Winsor. V, 549-559; Bryant, III, 304-311; 
Hildreth, II, 488-491; Bancroft, II, 504-512; Washington and 
His Country, 117-124; Eggleston's Household, 136-139; Ander- 
son's Historical Reader, 123-127; Coffin's Old Times in Col., 
Chap. XXXVI; Sloane, 82-98. 

h. Treaty and its terms. 

Ref. — School Histories: Barnes, 89; Johnston, 78; Montgomery, 138; 

Fiske, 174-175; Sheldon 123; Thomas 78; Seavey's Goodrich, 94. 

General: Bryant, HI, 311; Hildreth, II, 502; Bancroft, II, 562; 

Parkman's Mountcalm and Wolfe, II, 405; Judson, 49-50; 

Sloane 99-111. 

i. What did this war settle? 

Ref. — School Histories: Johnston, 82; Montgomery, 138. 
General: Tyler's Henry, 56. 

VII. Results of the French and Indian Wars. 

Ree. — School Histories: Barnes, 90-91; Montgomery, 139; Thomas, 78; 
Cooper, 1 20-1 2 1. 
General: Thwaite, 277; Hart, 36-41; Andrews, I, 154-160; 
Eggleston's Household, 139-147; Sloane, 112-115. 



Institutional Life in the Colonies. 

SOUTHERN COLONIES. 

I. Industrial. 

1. Occupations. 

2. Principal crops. 

3. System of agriculture — effect of. 

4. System of labor — Its influence — Results. 

5. Influence on sectionalism. 



54 TOPICAL ANALYSIS. 

Ref.— School Histories: Sheldon, 125-126; Cooper, 135-136; Higgin- 
son's Young Folks, 126; Johnston, 4S, 51, 52-53; Anderson, 122- 
123; Scudder, 116; Montgomery, 141; Chambers, 202-203, 205- 
209; Eggleston, 98-100; Seavey's Goodrich, 71. 
General: Eggleston's Household, 99-103; Hildreth, H, 213; 
Thwaite, 96-100, 102-106; Lodge, 46, 47, 53, 6r, 62-64, 65, 67- 
69, 117, 172, 178-183, 199-200; Fisher's Col. Era, 58-59. 

II. Social. 

1 . Grades of society — causes. 

2. Slavery — effects. 

3. Describe a plantation. 

4. • Manners and customs. 

a. Hospitality. 

b. Pastime and amusements. 

c. Houses, furniture, food, etc. 

d. Dress, traveling, mail, etc. 

Ref. — School Hi.stories: Cooper, 137-139; Higginson's Young Folks, 
1 19-120; Johnston, 46, 48; .Anderson, 119-120,124-129; Ellis, 67- 
69, 70; Montgomery, 142-146; Barnes, 95-96; Niles, 43, 44, 45; 
Swinton, 111-112; Seavey's Goodrich, 69; Eggleston, 91, 104- 
106; Dress, 28; Pictures, Coffin's Old Times in Col., 338. 
General: Washington and His Country, 126-129; Eggleston's 
Household, 91-98; Thwaite, 106-107; Pictures of Dress, etc., 
Eggleston's Household, Lodge, 66, 72-73; 76,77, 78-79,80-86, 
89-92, 127-130; 173, 181, 183-185, 201-202; Cook's Virginia. 364- 
374; Doyle's, I, 381-395; Fisher's Colonial F>a, 56-61; 282-284; 
Gay's Madison, 49-51; Winsor, HL 150-153. 543-547 • 

III. Religious. 

1. The R.stablished Church — In which 

colonies. 

2. Who were the dissenters? 

3. Different denominations. 

4. Tolerance — to what extent. 

5. Work of the Wesleys and Geo. Whitefield. 

6. Character of clergy. 



UNITED STATES HISTORY. 55 

Ref. — School Histories: Cooper, 139-140; Higginson's Young Folks, 
119, 122, 129; Anderson, 129, 130; Montgomery, 123; Niles, 44; 
Eggleston, 112-113; Seavey's Goodrich, 70. 
General: Thwaite, 109-111; Hildi'eth, II, 175-179; Lodge, 56-61, 
90-97, loi, 105-106, 107, 121, 122-124, 202-203; Fisher's Col. Era, 
281-282. 

IV. Political. 

1. Forms of government. 

2. Local self government — to what extent. 

3. The parish or county — origin of. 

4. Laws made and executed by whom 

— sources of authority. 

5. Suffrage limited to what classes. 

6. Charter of laws. 

Ref. — School Histories: Sheldon, 79; Cooper, 137; Higginson's Young 
Folks, 11S-119, 121; Eggleston, 109; Swinton, 109-111. 
General: Hildreth, II, 175-179, Thwaite, 109-111; Eggleston's 
Household, 148; Lodge, 71. 

V. Educational. 

1. Why no public schools in the South? 

2. Colleges established before the Revolution. 

3. Where were the children of the rich 

educated? 

4. What advantages had the poor? 

5. The printing press, etc. 

Ref. — School Histories: Cooper, 140-142; Higginson's Young Folks, 
iiS, 120, 130; Johnston, 46, 53; Ellis, 69; Barnes, 97; Niles 43. 
General: Thwaite, 107; Lodge, 74-76, 87-88, 130-131, 185-186, 
203; Boone's Education in the U. S., 9-60. 

NEW ENGLAND COLONIES. 

I. Industrial. 

L Occupations — make a list. 



56 TOPICAL ANALYSIS. 

2. Reasons for the number and kind of 
occupations. 

3. Manufacturing — to what extent. 
-4. Character of commerce. 

5. Slave labor — How regarded? 

6. Relation of occupations to the growth of 

population. 

7. Compare with Southern Colonies. 

REF.— School Histories: Sheldon, 127-130; Cooper, 127; Higginson's 
Young Folks, 84, 87; Barnes, 92; Fiske, 106; Niles, 69; Scudder, 
82-83; Chambers, 204, 205-208; Eggleston, loi; Swintou, 133- 
134- 
General: Judson's Growth of American Nation, 60-61; Thwaite, 
184-186; Lodge, 409-411; Fisher's Col. Era, 313-320; Doyle, III, 
1-22, 26-47, 50-53. 

II. Social. 

1. Social distinctions — to what extent. 

2. Describe a New England home. 

3. Manners and customs. 

4. Compare with Southern Colonies. 

Rek.— School Histories: Cooper, 130-132; Higginson's Young Folks, 
76-78, 85-S6, 87; Anderson, 134; Montgouier)', 142; Barnes, 93- 
95; Niles. 68-69, 70; vSwiuton, 134-135; Thomas, 62-63; For 
dress see Eggleston, 35, 37, 41, 42. 
General: Picturesof Homes, Coflui's Old Timesin theCol., 121, 130, 
135, 161, 190, 191, 226; Bryant, H; Judsou's Growth of American 
Nation, 63-65; Andrews, I, 131-135; Thwaite, 181-184, 186-1S8, 
Doyle, in, 23. 

III. Religious. 

1. Influence of the Church. 

2. Observance of the Sabbath. 

3. Tolerance — to what extent. 

4. Superstition. 



UNITED STATES HISTORY. 57 

5. Separation of Church and State — What 
brought it about? 

6. Effect of persecutions. 

7. Church worship. 

8. Character of ministers. 

REF. — School Histories: Cooper, 128-129; Higginson's Young Folks, 
74-76; 80-81; Niles, 66-67; Eggleston, 37; Thomas, 57, 60. 

General: Coffin's Old Times in the Col., 169; American Hist. 
Stories, I, 174-176; Bryant, I, 539, II, 54-59; Judson's Growth of 
American Nation, 57; Thwaite, 188-192; Andrews, I, 124-127; 
Lodge, 426-427, 431; Ellis' Puritan Age, 18, 225, 227, 213, 215; 
Doyle, III, 66-77. 

IV. Political. 

1. Kind of government. To what extent 
democratic. 

2. Authority — sources of. 

3. Who could vote and hold office? 

4. The town — what did it include? 

5. Town meetings — purpose — where held — 

work — effects. 

6. Character of laws — capital offenses, etc. 

7. Compare with the Southern colonies in 

the above points. 

REF. — School Histories: Sheldon, 8r; Cooper, 128, 129-130; Higgin- 
son's Young Folks, 70, 79; Montgomery, 141-142; Fiske, 106; 
Niles, 66; Swinton, 135-136. 
General: Bryant, II, 61-68; Fiske's Beginning of New England, 
109, 123, 124, 186-187; Hildreth, II, 167-170; Thwaite, 162-194; 
Ellis' Puritan Age, 15, 18, 225, 341, 364, 375, 466, 524; Doyle, III. 

V. Educational. 

1. Sources of culture. 

2. Common schools — origin — purpose — ef- 

fects. 



58 TOPICAL ANALYSIS. 

3. Higher institutions of learning. 

4. Printing press, news papers, books, 
libraries — influence of. 

5. Compare with Southern colonies. 

Ref. — School Histories: Sheldon, 8i; Cooper, 132; Higginson's Young 
Folks, 86; Anderson, 131-132, 133; Barnes, 93,96; Niles, 67-68; 
Thomas, 63; Montgomery, 146. 
General: Coffin's Old Times in Col., 184; Judson's Growth of 
American Nation; 57-60; Andrews, I, i 27-130; Lodge, 465-466; 
Ellis' Puritan Age, 13, 255-257, 518; Boone's Education in the 
U. S., 14-30. 37-53; Doyle, III, 78-92. 

MIDDLE COLONIES. 

I. Industrial. 

1. Occupations. 

a. Agriculture. ^ (1) Carried on to 

b. Trade. | what extent. 

c. Commerec. |- {2) Compare with 

d. Manufacturing. the other two 

e. Professions. j sections. 

2. Variety of crops — the principal one. 

3. Relation of industries to natural resources 
of the country. 

4. System of labor. 

Rkf. — School Histories: Sheldon, 126-127; Cooper, 143; Higginson's 
Young l'"olks, 104-105; Swinton, 146. See references given for 
other sections, 
General: Thwaite, 224-226; Lodge, 227-230, 274,313-314, 317,346; 
Fisher's Col. lira, 171-173, 199-206, 241-254, 260-271. 

II. vSocial. 

1 . Classes. 

2. Slavery — how regarded — by whom op- 



UNITED STATES HISTORY. 59 

posed. 

3. The working class, 

4. Manners and customs. 

a. Houses, furniture, food, etc. 

b. Dress. 

c. Pastime and amusements. 

Ref. — School Histories: Cooper, 140-148; Higginson's Young Folks, 
95-96; 105-106; Anderson, 127, 128, 129; Barnes, 95; Niles, 49- 
51; Swinton, 141-143, 146-147; Dress, Eggleston, 46, 47, 54. 
General: Pictures of Houses, Coffin's Old Times in Col., 144, 228, 
229, 292; Lodge, 241-242, 248-250, 251-253, 258-260, 277-278, 
327-328, 330-331, 337; Fisher's Col. Era, 252. 

III. Religious. 

1. Church of England — established in what 

colonies? 

2. Toleration. 

3. Leading denominations. 

4. Influence of Quakers and Puritans. 

5. Religious freedom in Pennsylvania. 

6. Character of ministers. 

REK. — School Histories: Coopei; 144; Johnston, 63. 

General: Picture of Church, Coffin's Old Times in Col., 200; 
Thwaite, 229-231; Hildreth, II, 191-193; Lodge, 233, 235, 278- 
279. 318-319. 

IV. Political. 

1 . Forms of government. 

2. Influence of New Englanders. 

3. Government, to what extent democratic. 

4. Departments of government — by whom 
conducted? 

5. Character of laws. 



60 TOPICAL ANALYSIS. 

Ref. — School Histories: Cooper, 144-145; Johnston, 63; See references 
given for colonies. 
General: Thwaite, 231-232; Lodge, 243-246; Hildrotli, II, 1S7- 
190; Fisher's Col. Era, 269. 

V. Educational. 

1. Free schools — in which colonies? 

2. Other schools. 

3. Character of Schools. 

4. Ignorance and superstition — compare with 

other two sections. 

5. Newspapers, etc. 

Ref. — School Histories: Cooper, 14:; Higginson's Young Folks, 100, 
105; Barnes, 96. 
General: Thwaite, 229; Lodge, 253, 280, 325-326, 337; Fisher's 
Col. Rra, 253. 



THE AflERICAN REVOLUTION. 

A Struggle for the Rights of Englishmen, 1760-1776. 

KING OF ENGLAND, GEORGE III. 

I. Preliminar}'. 

1. Colonial governments. 

a. Relation to the home government. 

b. Compare with the mother country in 

regard to freedom. 

c. Regulations in regard to commerce — 

by whom made? 

Ref. — School Histories: Thomas, 81-82; Swinton, 109-111; Mont- 
gomery, 141-142; Sciidder, 101-105, 161-167; Cooper, 126; 
Johnston, 22, 8t)-82. 
General: Thwaite, 266, Hart, 5-17; Bancroft, III, 31-32; Fiske's 
War of Independence, Chap. II. 



UNITED STATES HISTORY. 61 

2. Definitions, etc. 

a. Meaning of the term revolution. 

b. Distinguish between revolution and 
rebellion. 

c. Is a revolution in a government 

necessarily accomplished by war? 

d. State the difference between the 

American Revolution and the 
American Revolutionary War. 

e. When did the American Revolution 

really begin? 
II. Causes of the American Revolution. 
1. Remote conditions in England. 

a. The great charter, 1215. 

(1) By whom and to whom granted? 

(2) Nature and provisions of the 
charter. 

(3) Effects. 

Ref. — General: Montgomery's English History, 105-108, 142; General 
Summary, 398-399; Green's Short History of Eng. People, 128- 
129; Myre's General Hist., 478-480; Martin's Civil Gov't, 58; 
Fiske's Civil Gov't, 189; Chambers' Cyclopedia, VI, 258; Old 
South Leaflets, No. 5; Dicken's Child's History of Eng., 114. 

b. Growth of representative government 
in England. 

(1) House of Commons established, 
1265. 

(2) Rights of Commons to impeach 
King's ministers established, 
1376. 



62 TOPICAI, ANALYSIS. 

(3) Parliament chooses a King, 
1399. 

Ref. — General: (i) Montgomery's English History, 113-114, 143; Gen- 
eral Summary, 399-400; Green's Short Hist., of Eng. People, 
158, 175-182;' Myer's Gen. Hist., 4S0; Martin's Civil Gov't, 58- 
59; Brittanica, XVIII, 310-312. 

(2) Montgomery's English History, 131-132, 143; General Sum- 
mary, 401-402; Green's Short Hist, of Eng. People, 234-235. 

(3) Montgomery's Eng. Hist., 150-151; Green's Short Hist, of 
Eng. People, 264. 

c. English Reformation, 1530. 

(1) Consisted in — 

(a) Substitntion of English for 
Latin in chnrch service. 

(b) Removal of images from 
churches. 

(c) Rejection of popnlar deities, 
and of prayers and masses 
for the dead. 

(d) Disnse of Auricular Con- 
fession. 

(e) Release of obligation of 
priesthood to celibacy. 

(2) Prepares the way for free 
thought and rise of the Puritans. 

Ref. — General: Montgomerj-'s Eng. Hist., 189-190, 194, 195; Barnes' 
Gen. Hi.st., 458-459, 460; Green's Short Hist, of Eng. People, 
331-338, 358; Myer's Gen. Hist., 539-548; Martin's Civil Gov't, 
61-65; Johnson's Universal Cyclopedia, VI, 58S. 

d. Petition of Rights, 1628. 
(1) Arbitrary taxation. 



UNITED STATES HISTORY. 63 

(2) Arbitrary imprisonment. 

(3) Billiting of soldiers. 

(4) Martial law. 

Ref. — General: Montgomery's Eng. Hist., 405-406; Green's Short Hist, 
of Eng. People, 501; Myer's Gen. Hist., 606; Martin's Civil 
Gov't, 65-66; Johnson's Universal Cyclopedia, VI, 221. 

e. Revolution of 1688 and Bill of 

Rights. 

Ref. — General: Myer's General History, 622, 624, 626; Green's Short 
Hist, of Eng. People, 661-683; Martin's Civil Gov't, 67-68; 
Montgomery's Eng. History, 271-280. 

f. Relation of the above events to 

American Histor3^ 

(1) Emigrants to America carried 
the spirit of the age with them. 

(2) The colonists always claimed 
the right to share in the results 
of these revolutions, which were 
about as follows: 

(a) No standing army in time 
of peace except by consent 
of parliament. 

(b) No money to be taken from 
the people except by vote 
of parliament. 

(c) Every subject has the 
right to petition for redress 
of grievances. 

(d) Elections to be free from 



G4 TOPICAL ANALYSIS. 

interferences. 

(e) Frequent parliaments, with 
freedom of debate. 

(f ) King no right to interfere 
with execution of laws. 

(3) Show to what extent the above 
rights had been violated by the 
King in dealing with the 
colonies. 

2. Favoring conditions in America. 

a. Distance fnnn Europe. 

b. Vastness of countr3^ 

c. Character of colonial governments. 

d. Circumstances tending to unite the 
thirteen colonies. 

(1) Oneness of race. 

(2) Common dangers. 

(3) Character of country. 

(4) Oppressive royal governors. 

(5) Commercial and other regula- 
tions of the Mother countr3^ 

(6) French and Indian Wars. 

(7) Common interests. 

3. Direct and fundamental cause. 

a. The attempt of England to carry out 

in America the European idea of a 
colony. 

b. The different view held b}- the 



•UNITED STATES HISTORY. 65 

colonists and tlieir resistance to the 
measures adopted by England. 
c. Relations of George III. to the above. 

Ref. — School Histories: Fiske, i8i; Thomas, 80-82; Cooper 153; 
Eggleston, 153. 

General: Historical Classic Readings, No. 8; Frothinghani, 15S- 
174; Thwaite, 45-53; Fiske's Civil Gov't, 142; Bancroft, I, 414, 
II, 86-89; Fiske's War for Independence, 42-43; Judson's Growth 
of American Nation, 61; Fiske's American Revolution, I, 1-6; 
Andrews' History of U. S., I, 161-162; Sloane's French War 
and the Rev., 116-123. 

III. Union the fundamental idea of the American 

Revolution. 

1. Without union the colonies would have 

failed. 

2. Up to 1776 the colonies united to secure 

their rights as Englishmen, 

3. After July, 1776, the colonies united to 

secure their rights as men. 

IV. Oppressive Acts passed by England in trying 

to carry out in America the European idea of 

a colony. 

1. Navigation Acts. 

a. Review laws passed previous to 1760. 

b. Why had they not been enforced? 

Ref. — School Histories: Barnes, 51, loi; Fiske, 181-182; Montgomerj-, 
62, 149; Sheldon, 131-132; Seavey's Goodrich, 34; Chambers, 
211-212; Niles, 100; Thomas, 82; Cooper, 153; Johnston. 

General: Fiske's American Revolution, I, 12-13; Bancroft, II, 
546-548; Hildreth, II, 498-500; Hart, 45-46; Thwaite, 104-106; 
Hosmer's Samuel Adams, 40-45; Judson's Growth of American 
Nation, 61-62; Doyle's Eng. Col., Ill, 323-325. 



C6 TOPICAL, ANALYSIS. 



Efforts to enforce — Writs of Assist- 
ance, 1761. 



(1) 


Cause. 


(2) 


Nature of. 


(3) 


Speech of James Otis 


(4) 


Results. 



RKF. — School Histories: Barnes, 102; Sheldon, 132-133; Fiske, 182-183; 
Eggleston, 162; M9ntgomer3', 150, Note 2; Scudder, 178; 
Cooper, 154; Chambers, 213; Ridpath (A. E.). 2S7. 
General: Hart, 46-4S; Lossing's Cyclopedia, H, 1547; Lossing's 
Field Book, of Revolution, I, 459; Fiske's American Rev., I, 12- 
13; Bancroft, II, 546-548; Hildreth, II, 498-50(3; Hosmer's 
Samuel Adams, 40-45; Andrews, I, 162; I'iske's War of Inde- 
pendence, 44-48; Sloane, 124-126; Frothinghaui, 162-168. 

2. Quartering Acts, 17o5. 

a. Purpose. 

b. Requirements of colonies. 

c. Results. 

Ref. — School Histories: Cooper, 159; Barne.s, 103-104. 

General: Bryant, III, 355, 357; Hildreth, II, 547, 550, III, 33; 
Bancroft, HI, 105, 212, 213, 370-375, 378, 481; Fiske's War of 
Independence, 72-73; Hart, 50, 60; Andrews, I, 168. 

3. Stamp Act, ITon. 

a. . Nature of. 

b. Reasons for its passage. 

c. Reasons for colonies opposing it. 

d. Effects on the colonies. 

(1) Town meetings, etc. 

(2) Organizations. 

(a) Sons and Daughters of 
libert}'. 



UNITED STATES HISTORY. 67 

(b) Non-importation societies. 

(c) Non-consumption societies, 
(3) Stamp Act Congress. 

(a) Time and place. 

(b) Purpose and measures 
adopted. 

(c) Results. 

Ref. — School Histories: Barnes, 102-103; Montgomery, 151-152; Fiske, 
188-192; Sheldon, 134-138; Johnston, 82-84; Swinton, 1=50-153; 
Ridpath (G. E.), 181-183, (A. E.), 2S9-292; Eggleston, 162; 
Scudder, 179-182; Thomas, 84-87; Higginsou's Young Folks, 
161-165; Cooper, 156-158; Niles, loo-ioi; Chambers, 213-216; 
Seavey's Goodrich, 102-107. ^ 

General: Hart, 48-53; Anderson's U. S. Reader, 133-135; Fiske's 
American Rev. , I, 14-18; 20-25; Hosmer's Samuel Adams, 46-54; 
Lossing's Field Book of American Rev., I, 460-470; Tyler's 
Patrick Henry, 57-78; Lossing's Cyclopedia of History, II, 1333; 
Fiske's War of Independence, 49-63; Bancroft, III, 56-57, 58, 
105-109, 119, 155, 159, 161-164, 204-205, 215-216; Andrews' U. 
S. History, I, 160-167; Hildreth, II, 529-531; Lodge, 476; 
Bryant, III, 341-350; Judson's Growth of American Nation, 68- 
75; Frothingham, 175-195, 201; Sloane, 127-140. 

4. Declaratory Act. 

Ref. — School Histories: Montgomery, 152; Fiske, 191; Eggleston, 164; 
Higginson's Young Folks, 165-166; Thomas, 87-88; Seavey's 
Goodrich, 105; Chambers, 216; Cooper, 159. 

General: Hart, 191; Fiske's American Rev., I, 26-27; Bancroft, 
III, 208-209; Bryant, III, 348, 351; Judson's Growth of American 
Nation, 78; Frothingham, 201, 241, 250; Sloane, 140. 

5. Townsend Act, 1767. 

a. Taxation in England at this time. 

b. Object of this Act. 

c. What articles were taxed? 

d. Its effect on the colonies. 



68 TOPICAL ANALYSIS. 

(1) Non-importation and Non-con- 
sumption Societies again formed. 

(2) The "Farmers' Letters." 

(3) Circular letter of Massachusetts 
— character of — purpose — effect. 

(4) United the colonies. 

Ref. — School Histories: Barnes, 104-105; Montgomery, 154-155; 
Sheldon, 139-144; Fiske, 195-213; Johnston, 88; Swinton, 156; 
Eggleston, 165; Higginson's Young Folks, 166-173; Thomas, 
90-94; Ridpatli (G. E.), 184-185, [A. E.) 292-296; Cooper, 159; 
Chambers, 216; Seavey's Goodrich, 106-107. 

General: Hart, 53; Fisk's American Rev., I, 29-31; Bancroft, HI, 
238, 243, 250-256, 265, 275, 250, 307-313, 343; Hildreth, II, 539, 
541, 544, III, 24-32; Andrews, I, 167; Hosmcr's Samuel Adams, 
160-183; Bryant, III, 352-362; Lossing's Field Book of Rev. , I, 
477-479, 481-488, 495-498; Judsou's Growth of American Nation, 
68-77; Fi.sk's War of Independence, 64-68, 76; Frothingham, 
203-208, 212-228; vSloane, 142-165. 

(3. Tea Tax in 1770. 

a. Changes made in the Townshed Act. 

b. Purpose. 

c. Results. 

(1) Committees of Correspondence 
organized, 1773 — purpose — re- 
sults. 

(2) Boston Tea Party — significance 
of this event. 

Ref. — School Histories: Cooper, i6o; Chambers, 218-219; Seavey's 
Goodrich, 107-108. 
General: Bancroft, III, 346-348, 448-456, 457; Andrews, I, 169, 
363; Hildreth, II, 554-560; Bryant, III, 370-373; Hosiner's 
Samuel Adams, 243-257; Judson's Growth of American Nation, 
77; Fiske's American Revolution, I, 62-94; Fiske's War of 
Independence, 76, 79-83; Frothingham, 240, 295-319; Sloaue, 
166-169. 



UNITED STATES HISTORY. 69 

7. Boston Port Bill. 

a. Cause and nature of. 

b. Effects. 

c. Sliow how the other colonies sympa- 

thized with Boston. 

d. Results. 

REF.— School Histories: Barnes, 105-106; Sheldon, 144-146; Fiske, 203; 
Montgomery, 155-156; Johnston, 80; Ridpath (G. E.), 185, 
(A. E.), 295; Eggleston, 166; Scudder, 185-187; Higginson's 
Young Folks, 173-175; Thomas, 94, 95-96; Cooper, 161; 
Chambers, 219-220; Seavey's Goodrich, 108-109. 

General: Fiske's American Rev., I, 93-99; Hildreth, 111,32-46, 
Hosmer's Samuel Adams, 264-267; Lossing's Field Book of the 
Rev., I, 502-506; Bancroft, III, 477-478; IV, 3, 5-9, 16-18, 19, 
36; Andrews, I, 170; Judson's Growth of American Nation, 78; 
Bryant, III, 375-376; Fiske's War of Independence, 83-84; 
Sloane, 168-170; Frothingham, 319-326. 

8. Quebec Act. 

REF. — School Histories: Johnston, 89; Thomas, 95. 

General: Fiske's American Rev., I, 95-97; Hart, 60; Lossing's 
Field Book of Rev., I, 156; Bancroft, III, 481, IV, 82; Judson's 
Growth of American Nation, 78; vSloane, 169. 

V. Results of England's Oppressive Acts. 
1. First Continental Congress, 1774. 

a. Most noted delegates. 

b. Place and cause of meeting. 

c. Purpose. 

d. Measures adopted. 

e. Effects. 

(1) On the Colonies. 

(2) On England. 



70 TOPICAI^ ANALYSIS. 

Ref. — School Histories: Barnes, io6; Swintou, 156; Eggleston, 168; 
Fiske, 203-204; vShelilon, 146-147; Montgomery, 155-156; 
Thomas, 96-9S; Johnston, 90; Higginson's Young Folks, 175- 
177; Ridpath (G. E.). 185, (A. E.). 296; Cooper, 162; Chambers, 
220; Seavey's Goodrich, 109-110; Niles, 103-104. 
General: Hart, 61; Fiske's American Rev., I, loo-iii; Fiske's 
War of Independence, 84-85; Hosmer's Saumel Adams, 289, 
312-321; Lossing's Field Book of Rev., H, 62; Lalor, I, 589; 
Hildreth, HI, 92; Winsor, VI, 59-100; Tyler's Patrick Henry, 
92-112; Bancroft, IV, 61-67; Morse's John Adams, 63-82; 
Judsou's Growth of American Nation, 79; F-rothingham 331, 
336-340. 360, 364-377; Sloaue, 171-178. 

2. Battle of Lexington, 1775. 

a. Cause. 

b. Longfellow's Paul Revere's Ride. 

c. The figlit. 

d. Significance of this battle. 

e. Effects. 

Ref. — School Histories: Barnes, 106-108; Thomas, 98-99; Swinton, 158; 
Montgomery, 157-159; Eggleston, 168; Johnston, 91-92; Rid- 
path (G. E.), 187-188, (A. E.) 297-298; Fiske, 204-205; Sheldon, 
148-151; Higginson's Young Folks, 178-183; Cooper, 163-166; 
Chambers, 221-224; Seavey's Goodrich, 111-114; Niles, 105-107. 

General: Historical Classic Readings, No. 8; Fi.ske's American 
Rev., I, 136-146; Lossing's Field Book of Rev., I, 190, 11,67-70; 
Bancroft, IV., 152-166; Andrews, I, 181; Hosmer's Samuel 
Adams, 313-332; Fiske's War of Independence, 86; Bryant, III, 
384-392; Hildreth, III, 67-68; Collin's Boys of '76, i 7-46; Jud- 
son's Growth of American Nation, 80; Lossing's Hours with 
Living Men and Women of Rev., 1-13; Frothingham, 415; 
Sloane, 179-188. 

3. Capture of Ticonderoga, Ma}' 10, 1775. 

Rr.F. — School Histories: Seavey's Goodrich, 114; IMontgomery, 159; 
Barnes, no; Ridpath (G. E.), 188. 
General: Bancroft, IV, 183; Bryant, III, 433-435; Fiske's 
American Rev., I, 131 ; Sloane, 189. 

4. Second Continental Congress, 1775. 

a. Purpose. 



UNITED STATES HISTORY. 71 

b. Work of this Congress. 

c. Why was Washington chosen Com- 

mander-in-Chief. 

Ref. — School Histories: Barnes, iii; Johnston, 97; Eggleston, 171; 
Scudder, 193; Fiske, 205; Swinton, 151; Higginson's Young 
Folks, 189; Thomas, loi; Ridpath (A. E.), 301-302; Cooper, 
168; Chambers, 225; Seavey's Goodrich, 115. 
General: Bancroft, IV, 190, 200, 205; Lossing's Field Book of 
Rev., I, 126; Hildreth, III, 76; Morse's Jefferson, 26; Lalor, I, 
590; Wiusor, VI, 107; Hart, 73; Bryant, III, 407; Fiske's 
American Rev., I, 132-136; Fiske's War of Independence, 88-90; 
Sloane, 419-437; Frothingham, 419-437. 

5. Battle of Bunker Hill, June 1 7, 1 775. 

a. Reasons for British attacking Bunker 

Hill. 

b. Disadvantages of colonists. 

c. Disadvantages of British. 

d. Describe the battle. 

e. Read Holmes' poem — Grandmother's 

Story of Bunker Hill Battle. 

f. Effect of this battle. 

Ref. — School History: Cooper, 167; Seavey's Goodrich, 115-116; Cham- 
bers 227-228; Niles, 107-108; Fiske, 206; Barnes, 108-110; Mont- 
gomery, 159-161; Ridpath (G. F.), 188-190. 
General: Bancroft, IV, 213-231; Andrews, I, 182-183; Coffin's 
Boys of '76, 42-60; Bryant, III, 396-405; Hildreth, III, 80-82; 
Washington and His Country, 157; Lossing's Field Book of 
Rev., I, 540-548; Fiske's War of Indepependence, 90-92; Sloane, 
199-202. 

6. Declaration of Independence, 1776. 

a. Origin and growth of the idea. 

b. Why not made sooner? 

c. Author of. 



/2 TOPICAI. ANALYSIS. 

d. The declaration — make study of. 

(1) Central thought. 

(2) Compare with Mecklenburg 
Declaration. 

e. Independence Bell. 

Ref. — School Histories: Barnes, 114; Scudder, 198-201; Swinton, 105; 
Ridpath (G. E.), 194-195, (A. K.). 309310; jNIoiitgouiery, 163-165; 
Fiske, 209 211; Eggleston, 172-173; Sheldon, 158-163; Johnston, 
104-105; niggiuson's Young Folks, 194-201; Thomas, 103-108; 
Cooper, 172-174; Chambers, 229-232; Seavey's Goodrich, 119; 
Niles, 1 10- 1 1 2. 

General: Bancroft, IV, 425-447, 450-454, 196-198; Anderson's U. 
S. Reader, 154-156; Hildreth, III, 50-67; Winsor, VI, 231-256; 
Lossing's Field Book of Rev., Ill, 370-373; Fiske's War of Inde- 
pendence, 97-103; Bryant, III, 470-489; Fiske's American Rev., 
I, 147, 191-197; Lossing's Hours With Living Men and Women 
of Rev., 14-25; Andrews, I, 171-180; Hart, 70-80; Frothingham, 
422, 517, 530-553; vSloane, 194; 207, 227-237. 



WAR OF THE REVOLUTION. 
A Struggle for the Rights of Men. 

I. Show by the Declaration of Independence that 

the above i.s true. 

II. Plan of the War. 

1. Why was the Middle States made the 

seat of war. 

2. What advantages had the British? 

3. What advantages had the Americans? 

Ref. — School Histories: Montgomery, 166; Thomas, 108; Fiske, 216; 
Johnston, 106; Cooper, 175. 

General: Hart, 82-83; Fiske's War of Independence, 107; Fiske's 
War of Rev., i. 



UNITED STATES HISTORY. 73 

III. Campaign and Events. 

1. Attempt of the British to get possession of 
New York and the Hudson river. 

a. Battle of Long Island. 

(1) Importance of. 

(2) Washington's retreat — Disobed- 
ience of Chas. Lee. 

Ref. — School Histories: Barnes, 114-116; Thomas, loo-iio; Higgin- 
son's Young Folks, 202-203; Ridpath (G. E.)> 195-198, <A. E.), 
275; Fiske, 217-219; Johnson, 105-107; Swinton, 165-167; Mont- 
gomery, 166-168; Anderson; 163-166; Scudder, 208-210; Cooper, 
176-179; Seavey's Goodrich, 121-122; Chambers, 234-237. 
General: Anderson's U. S. Reader, 168-173; Roberts' New York, 
II, 400-412; Bryant, III, 490-519; Lossing's Field Book of Rev., 
II, 21-30; Fiske's War of Independence, 108-118; Fiske's 
Washington and His Country, 207-255; Coffin's Boys of '76, 91- 
113; Todd's Story of New York City, 283-348; Sloane, 238-250. 

b. Washington's victories at Trenton 

and Princeton. 

(1) Describe. 

(2) Decide why so important, 

REF. — School Histories: Cooper, 179-180; Chambers, 236-237; Seavey's 
Goodrich, 124-126; Barnes, 116-118; Thomas, no; Higginson's 
Young Folks, 203-204; Fiske, 219-222; Johnston, 108; Eggles- 
ton, 175-177; Montgomery, 168-170; Swinton, 167-168; Ridpath 
(G. E.), 198-199, (A. E.), 277; Anderson, 167-170; Scudder, 211; 
Sheldon, 166-168. 
General: Drake's Campaign of Trenton; Hart, 84; Winsor, VI, 
373-379; Bryant, III, 520-553; Bancroft, V, 88-106; Fiske's War 
of Independence, 119-123; Fiske's Washington and His Country, 
255-273; Coffin's Boys of '76, 129, 139; Sloane, 251-261. 

c. Help from abroad, 1777. 

(1) Baron Steuben, LaFayette, 
Pulaski, and DeKalb. 



(2) 



Cause of their coming. 



TOPICAL ANALYSIS. 



(3) Give full account of LaFayette. 

(4) Work of the other three. 

REF. — vSchool Histories: Chambers, 237; Seavej's Goodrich, 124-125; 
Sheldon, 175-176; Montgomery, 172; Eggleston, 182-183; Barnes, 
1 19, note; Niles, 1 18. 

General: Bryant, III, 533-555; Washington and His Country-, 
285-286; Lossing's Field Book of Rev., H, 117-121; I'iske's War 
of Independence, 123, 127; Hildreth, HI, 193, 248; Hart, 85-86; 
Sloane, 262-274. 

d. The Biirgoyne Campaign, 177^. 

(1) State the Purpose of the cam- 
paign. 

(2) State the plan of the campaign 
— by whom made? — what de- 
termined the plan? 

(3) State the position of each army 
and the condition of the country 
at that time. 

(4) At the time of the campaign, 
where was Howe? Clinton? 
Washington? Wliat was each 
trying to do? 

(5) Explain why Howe marched to 
Philadelphia in place of going 
to meet Burgoyne. 

(0) What were the parts of Bur- 
goyne's army? 

(7) Show what Schuyler, Stark and 
Arnold had to do with the 
defeat of Burgoyne. 



UNITED STATES HISTORY. 75 

(8) The work of Washington in 
this campaign. 

(9) Give all the reasons for the 
failure of this campaign. 

(10) Why is the battle of Saratoga 
regarded as a decisive battle? 

(11) Effects in England — in America. 

REF. — School Histories: Barnes, 120-125; Cooper, 180-186; Chambers, 
239-241; Seavey's Goodrich, 126-128; Thomas, 111-112; Hig- 
ginsou's Young Folks, 205-206; Ridpath (G. E.)) 200-209, (A. 
E.), 283-288; Fiske, 223-231; Swinton, 171-173; Eggleston, 178; 
Sheldon, 170-172; Johnston, 111-114; Scudder, 212-217; Mont- 
gomery, 172-176; Anderson, 174-179. 

General: Samuel Adams Drake's Burgoyne's Invasion; Hart, 
84-85; Lossing's Field Book of Rev., I, 38-68; Bancroft, V, 156- 
191; Fiske's American Rev., I, 268-344, II, 4-8; Fiske's War of 
Independence, 125-144; Coffin's Boys of '76, 233-234, 152-288; 
Creasey's Fifteen Decisive Battles; Roberts' New York, II, 413- 
425; Winsor, VI, 294-311; Bryant, III, 566-592,542-565; Fiske's 
Washington and His Country, 274-331; Hildreth, 111,196-215, 
216-226, 238-240; Hale's George Washington, 204-216; Sloane, 
275-287. 

2. National Flag adopted, June 14, 1777. 

a. Flags used by the new nation before 

this time.- 

b. Form of the Stars and Stripes at 
first. 

c. Compare with flags of other nations. 

d. What should the National Flag call 
to the mind of every loyal citizen of 
the United States? 

e. Read some of the ballads and poems 

of our flag. 



76 TOPICAI. ANALYSIS. 

Ref. — School Histories; Higgiuson's Young Folks, 1 19-201; Barnes, 
138; Montgomery's Beginner's American History, in, note, 1 13; 
Montgomery, 175, note, 3; Niles, 114; Tlske, 227, 228; Thomas, 
104; Seavey's Goodrich, 130, note. Johnston, loi; Anderson. 
General: Poems and Ballads: Eggleston's American War ballads, 
I; Pratt's American Histories, II, 76, 82, Johonnol's Stories of 
Our Country, 187-192; Lalor's Cyclopedia of Political Science, 
II, 232, 233; Anderson's U. S. Reader, 361-364; Lossing's Hist, 
of U. S., 144, 245, 437; Fiske's American Rev., I, 172, 291; 
Lossing's Cyclopedia of U. S. History, 492; Bancroft, I\', 322, 
V, 154; Bryant, III, 420-421; Winsor, VI, 153, 57^-571. 575. 213, 
300. 

3. Winter of 1777 and 1778. 

a. Locate Valley Forge. 

b. Washington and his army. 

(1) Their condition — contrast with 
the British. 

(2) The Conway Cabal. 

REF. — School Histories: Cooper, i86. Chambers, 238-239; Seavey's 
Goodrich, 129; I'iske, 231; Thomas, 114-115; Barnes; 125-126 
and note; Higginson's Young Folk's, 205; Montgomery, 176; 
Johnston, no. 
General: Bancroft, V, 209-217; Lossing's Cyclopedia of History, 
304-305; CoflRn's Boys of '76, 389-402; .Vnderson's U. S. Reader, 
179-184; Hildretli, III, 230-237; Eggleston's Household, 181; 
I'iske's War of Inclependence, 147-149; Winsor, VI, 392, 446-447; 
Lossing's Field Book of Rev., II, 125-134; Bryant, III, 593-597; 
Washington and His Country, 331-339; Fi.ske's American Rev., 
I, 324, II, 29-48; Irving's Washington, HI, 386-466; Historical 
Classic Readings No. 10, 20-25; Sloane, 282. 

4. Aid From France, 1778. 

a. Nature of aid given. 

b. Franklin, Minister to France — His 
influence. 

c. Why did not France give aid sooner? 

d. Motive of France in giving aid. 

e. Effects in England — in America. 



UNITED STATES HISTORY. 77 

Ref. — School Histories: Johnston, 114-115; Cm ambers, 241; Seavey's 
Goodrich, 130-131; vSheldon, 173-175; Fiske, 230-231; Thomas, 
116; Barnes, 126 and note; Ridpath (G. E.). 208-209, (A. E.)- 

General: Bryant, III, 592; Hildreth, 11, 420, 440, 474, 494, III. 
178,246; Fiske's War of Independence, 144-145, 149-150; Loss- 
ing's Field Book of Rev., I, 85, 86, II, 639, 648, 629, 652; Wash- 
ington and His Country, 33S-339; Bancroft, V, 127, 244-253; 
Fiske's American Rev., I, 240, II, 9-24; Winsor, VII, 69; 
Irving's Washington, IV, .1.03; Sloane, 288-292, 300-311. 

5. War on the ocean. 

a. Naval warfare, to what extent carried 

on by the Americans. 

b. Victory of Paul Jones. — Importance 

of his victory. 

Ref. — School Histories: Johnston, 122-124; Cooper, 191-193; Seavey's 
Goodrich, 136; Thomas, 119-120; Barnes, 132; Fiske, 234; Scud- 
der, 222; Montgomery, 178; Anderson, 187-189; Ridpath (G. E.), 
215, (A. E.), 300; Higginson's Young Folks, 207-208; Swinton, 
180. 

General: Anderson's U. S. Reader, 190-194; Fiske's American 
Rev., II, 1 16-162, Fiske's War of Independence, 159-160; Loss- 
ing's Story of the U. S. Navy, 1-62; W^insor, VI, 577-579; Bryant, 
111,618-623; Hildreth, III, 300; Lossing's Field Book of Rev., 
II, 638-640, 642; Bancroft, V, 350-351; Eggleston's Household, 
190-191; Lossing's Cyclopedia of History, 728; Abbott's Paul 
Jones, 32, 56, 100-171; Sloane, 311. 

6. War in the South. 

a. Why was the M^ar changed to the 

South? 

b. Plan of the British — contrast with 
the plan in the Middle States. 

c. Character of war in the South. 



Ref. — School Histories: Cooper, 188-189, ^93; Chambers, 245; Thomas, 
117, 126; Barnes, 129-134; Eggleston, 183-184; Johnston, 124-130; 
Montgomery, 178; Fiske, 234; Swinton, 177-179. 



78 TOPICAL ANALYSIS. 

General: Hildreth, III, 274; Tiske's War of Independence, 146- 
147; Fiske's War of Rev., II, 164-185; Piske's Washingliui and 
His Country, 368-370; Bancroft, V, 366. 

c. Battle of Camden. 

(1) Importance of this place. 

(2) Gates' '' Northern Laurels " 
turned to "Southern Willows". 

Rek. — School Histories: Seavey's Goodrich, 13S; Cooper, 196-19S; Rid- 
path (G. E.), 218, (A. E.), 303-304; Barnes, 133; Thomas, 127. 

General: Hildreth, III, 313-316; Bryant, IV, 34-39, Washington 
and His Country, 390-399, 421-430; Lossing's Field Book of Rev., 
11,463-469; I-'iske's War of Independence, 156-157; Winsor, VI, 
476-480; Fiske's American Rev., II, 186-194; Bancroft, V, 384, 
386-389, 477; vSloane, 311-318. 

d. Partisan Warfare. 

(1) Between what parties. 

(2) Battle of King's Mountain. 

(a) Character of this battle. 

(b) Decide its importance. 

(3) Work of Marion, Sumpter and 
Henry Lee. 

(4) Importance of this warfare to 
the South. 

Ref. — School Histories: Cooper, 195; Chambers, 249-253; Barnes, 132- 
134, notes; Fiske, 238-239; vScuddcr, 224; Anderson, 190-191; 
Sheldon, 183; Higginson's Young I'olks, 208; Ridpath (G. E.), 
216-219; (A. E.), 303; Johnston, 127. 

General: Anderson's U. S. Reader, 196-201; Fiske's American 
Rev., II, 182-1S6; CofTin's Boys of '76, 334-369; Fiske's Wash- 
ington and His Country, 428-430; I^ossing's Field Book, II, 422, 
426-429; Flggle.ston's Household, 1S5-186; Bancroft, V, 382-384, 
391, 394, 39^-400; Sloane, 319-324. 

e. Money matters. 



UNITED STATES HISTORY. 79 

(1) How was money raised for the 
expenses of the war. 

(2) Continental currency — its ef- 
fects. 

(3) Foreign loans. 

(4) Robert Morris — valne of his 
services to the American cause. 

REF. — School Histories: Johnston, ii8; Cooper, 215-216; Chambers, 
263; Thomas, 121-124; Barnes, 134-135 and note, 139 and note; 
Montgomery, 170-171; Anderson, 168-169. 

General: Historical Classic Readings No. 10,43-49; Hild'eth, III, 
268, 271-272, 297-299, 310, 361, 363, 404, 428, 542; Fiske's W'ar 
of Independence, 102, 120, 162; Fiske's American Rev., II, 197- 
290; I, 240; Ivossing's Field Book of Rev., II, 25; 107 and note 
I, 664; Bancroft, V, 103, 508; Irving's Washington, II, 574, IV, 
319; Sloane, 254, 328, 373. 

f. Arnold's Treason. 

(1 ) Services to his country. 

(2) Reasons for his treason. 

(3) Account of Ander's capture. 

(4) Results. 

Ref. — School Histories: Cooper, 198; Chambers, 248; Seavey's Goodrich, 
139-140; Thomas, 124-125; Barnes, 135-136; Swinton, 185-186; 
Montgomery, 180; Fiske, 237-238; Sheldon, 181-182. 

General: Bancroft, V, 148, 152, 427-438; Fiske's American Rev., 
I, 252, 257, 328, II, 30, 58, 206-239; Fiske's War of Independence, 
136, 143, 167-171; Bryant, IV, 16-29; Washington and His 
Country, 370, 399-421; Hildreth, III, 318-323; Winsor, VI, 453- 
463; Sloane, 187, 203, 267, 276, 278, 300, 325. 

g. Green in command in the South. 

(1) His rank as a general. 

(2) Whom did he succeed? Cause. 

(3) His difficulties. 



80 TOPICAI. ANALYSIS. 



(4) His retreat. 

(5) Result of his campaign. 



REF.— School Histories: Cooper, 199-200; Chambers, 253-256; Seavey's 
Goodrich, 141-143; Barnes, 137-138; Fiskc, 239; Thomas, 127- 
128; Scudder, 226-227; Montgomery, 180; Johnston, 129; Ander- 
son, 196-197; Sheldon, 185; Eggleston, 187-188; Swinton, 183; 
Ridpath (G. E.), 223, (A. E.), 309-313- 

General: Eiske's American Rev., II, 250-268; Fiske's Washing- 
ton and His Country, 450-457; Bryant, IV, 40-48; Bancroft, V, 
489-504; Lossing's' Field Book of Rev., II, 388; Fiske's War of 
Independence, 173; Hildreth III, 325. 328, 344-35t>. 364, 429; 
Coffin's Boy's of '76, 345-371; Sloane, 330, 332. 

h. Siege of Yorktown. 

(1) British plan for the 3'ear 1 7S1. 

(2) Washington's plan. 

(3) How did Washington outwit 
Clinton? 

(4) Stoiy of the surrender. 

(5) Result of the surrender of 
Cornwallis — In the United 
States — In Great Britain. 

Ref. — School Histories: Cooper, 202-205; Seavey's Goodrich, 144-146; 
Barnes, i39-I4(j; I'iske's 240-241; Thomas, 128-130; Scudder, 227- 
229; Montgomerv, 183; Johnston, 132; Anderson, 198-199; 
Sheldon, 186-188"; Ridpath (G. E.), 221-228, (A. E.), 314-316; 
Eggleston, 1S8-189; Iligginson's Young Folks, 212; Swinton, 
187-188. 

General: Fiske's .American Rev., IT, 273-283; Cook's Virginia, 
462-472; Lodge's Washington, I, 293-312; Coffin's Boys of '76, 
380-395; Winsor VI, 501-504; Bryant, IV, 71-74; Bancroft, V, 
505-524; Lossing's iMeld Book of Rev., II, 307-315; Cook's 
Old Dominion, 319-334; Fiske's War of Independence, 179-181; 
Fiske's Washington and His Country, 462-483; Sloane, 337-347- 

i. Treaty and Results of the war. 

REF. — School Histories: Cooper, 206, 212; Sheldon, 189; Thomas, 130- 
131; Fiske, 246; Johnston, 132. 



UNITED STATES HISTORY. 81 

General: Sloane, 348-369; Hart, 95-101; Andrews I, 205-212; 
Hildreth III, 418, 433; Hinsdale's Old Northwest, 187-191; 
Lossing's Field Book of Rev., II, 631, 640, 649, 652; Fiske's 
Critical Period, 23-33; Bryant IV, 70, 89. 



The Confederation, 1781=1789. 
The Critical Period. 

I. How were the Colonies governed during the War 

of the Revolution? 

II. The Continental Congress. 

1 . History of its origin. 

2. Authority exercised by this Congress. 

3. Source of Authority. 

4. Character and value of the work done by 
this Congress. 

Ref. — School Histories: See for references — Cooper, 211; Fiske, 235, 

247; Niles, 128; Eggleston, 194, 198; Chambers, 220, 262. 

General: Fiske's Civil Government, 7, 204-211; Fiske's Critical 

Period, 92-93; Judson's Growth of the American Nation, 85-86; 

Andrews, I, 223; Hart, 60-61, 73-74; Porter's Outlines of U. S. 

■ Constitutional History, 47. 

III. Articles of Confederation. 

1. When adopted, and why not sooner. 

2. How adopted, by people or states? 

3. Relation of Articles to growth of union. 

4. Nature of the Articles. 

a. Congress consisted of but one House. 

b. Delegates appointed annually by 

States. 



82 TOPICAL ANALYSIS. 

c. Number of Delegates to be not more 

than seven, nor less than two, for 
each State. 

d. Delegates to be paid by the State 
sending them. 

e. In conducting business, each State 

had but one vote, determined by a 
majority of its delegates. 

f. The vote of nine States required to 

pass a measure. 

g. It took the vote of all the vStates to 
amend the Articles. 

h. What powers were given to Congress? 
i. What powers were reserved to States? 
j. What provisions were made for the 
executive and judicial departments? 
5. Make a list of the defects in the govern- 
ment and select the one that is funda- 
mental. 

Rkf. — School Histories: Fiske, 247; Thoma;?, 132-134; Scudder, 202- 
204; Johnston, 137, 179-180, 270-271, 276; Seavey's Goodrich, 
128; Sheldon, 168; Ridpath (G. K.) 229-230, (A. E.), ; 

Eggleston, 19S; Higginson's Young Folks, 214; Svvinton, 190; 
Niles, 128-129; Chambers, 264-267; Cooper, 212. 

General: Fiske's War of Independence, 161; Hart, 93-95, 103-105; 
Johnston's American Politics, 6-9; Curtis's Constitutional 
Histor}-, I, 86-97; Martin's Civil Government, 232, 236; Fiske's 
Critical Period, 90-133; Bancroft, V, 345, 353, VI, 25-35; 
Hildreth, III, 395-403; Von Hoist, I, 19-30; Lossing's Book of 
Rev., II, 652, 656; Schouler, I, 14-17; Winsor, VII, 215-217; 
Lodge, 278-279; Wilson's State and Federal Government, 22- 
24; Andrews, I, 223-225; Lalor I, 575; Fiske's Civil Govern- 
ment, 205, 2u8; Hildreth, III, 395, 402,435, 466; Bryant, IV, 91- 
99; Eggleston 's Household, 203-212; Judsou's Growth of 



UNITED STATES HISTORY. 83 

American Nation, 88-91; McMaster, I, 131, 132; Porter's Out- 
lines of U.S. Constitutional History, 57-69; Walker's Making 
of the Nation, i-ib; Frotliingham, 481, 517, 569-584. 

IV. Sliay's Rebellion. 

1. Cause. 

2. Describe. 

3. Results. 

Re.f. — School Histories: Fiske, 246-248; Thomas, 132-135; Scudder, 
230-239, 243; Montgomery, 185-186; Johnston, 136; Anderson, 
202-203; Sheldon, 196; Higginsou's Young Folks, 214-215; 
Cooper, 216-217; Seavey's Goodrich, 149. 

General: Fiske's Critical Period, 180-182, 218, 243, 316, 319, 325; 
Fiske's War of Independence, 182-187; I^ossing's Field Book, I, 
672-761; Bryant, IV, 97; Von Hoist, I, 45; McMaster, I, 306- 
330; Lodge's Washington, II, 17-27; Porter's Outlines of U. S. 
Constitutional History, 96; Walker, 16-18. 

V. The Northwest Territory. 

1. What did it include? 

2. How obtained? 

3. Relation of this territory to union of the 

states. 

4. Governed by Ordinance of 1787. 

a. By whom passed? 

b. What were the leading provisions of 

the Ordinance? 

c. Why noted? 

d. What institutional ideas did it 

include? 

REF. — School Histories: Fiske, 302-303; Thomas, 132-133, 146; Scud- 
der, 245; Montgomery, 187; Johnston, 138-146; Sheldon, 199-202; 
Egglestou, 231-232; Cooper, 213-214; Seavey's Goodrich, 151; 
Chambers, 265. 



84 TOPICAL ANALYSIS. 

General: Hart, 107-109; Old vSoutli Leaflets, No. 13; Fiske's 
Civil Government, 253; IMarlin's Civil Government, 253-254; 
I'iske's Critical Period, 187-206; McIMaster, I, 277-279, 3.S9-390; 
Bancroft, VI, 182-185, 195-197; Hin.sdale's Old Northwest, 265- 
279; Schouler, I, loo-ioi; Fiske's War of Independence, 188; 
Old Northwest Before the Rev., II, 263-279; Hildreth, III, 527- 
528; Porter's U. S. Constitutional History, 62-63, 66-67, 68. 

VI. Constitutional Convention, 1787. 

1. Cause. 

2. Steps in calling convention. 

a. Meeting of Maryland and Virginia 

in regard to commerce, 1785. 

b. Annapolis Convention, 1786. 

c. Delegates to Constitutional Conven- 

tion. How elected? Names of most 
prominent ones. 

3. Time and place of meeting. 

4. Discussion of the Virginia and New 
Jersey plans. 

5. Parties in the convention and their ideas. 

6. Compromises that made the Constitution 

possible. 

a. The Connecticut compromise. 

b. In regard to the enumeration of 
slaves as a basis of representation. 

c. In regard to commerce and foreign 

slave trade. 

7. The adoption of the Constitution. 

a. Mfethod of adoption. 

b. In what other way might it have 

been adopted? 



UNITED STATES HISTORY. 85 

c. Opposition to its adoption — reasons. 

d. Ratification in the different states. 

8. Compare and contrast the Constitution 
with the Articles of Confederation. 

9. Show that the ideas embodied in the 

Constitution had been gradually develop- 
ed in England and America. 
10. Read Longfellow's "Building of the Ship." 

Ref. — School Histories: Fiske, 240-250; Thomas, 135-143; Mont- 
gomer}', 188-190; Johnston, 140-143; Sheldon, 203-206; Eggles- 
ton, 198-200; Higginson's Young Folks, 215-216; Cooper, 217- 
222; Chambers, 268-273; Seavey's Goodrich, 148-150; Niles, 130- 
131- 
General: Hart, 117-119, 121-135; Johnston's American Politics, 
9-16; Fiske's Civil Government, 209-217; Hildreth, III, 503, 514- 
519; Fiske's Critical Period, 139-153,214-217, 221-345; Bancroft, 
VI, 182-185; .198-367; 371-460; Porter's Outlines of U. S. Con- 
stitutional History, 70-75, 84, 164, 93, 95-96, 177, 70-73, 98, 86; 
Woodrow Willson's The State, 869-871, 872, 890, 891-893, 1045; 
Gay's Madison, 47-63, 88-97, 98-127; Curtis' Constitutional 
History, I, 186-195, 256-348, 368-421, 563-640; McMasters, I, 
277-279, 389-390, 438-451, 454-490; Lodge's Hamilton, 60-65; 
Schouler, I, 36-47; Von Hoist, I, 60-61; Tyler's Patrick Henry, 
279-301; Judson's Growth of American Nation, 93-97; Bryce's 
American Commonwealth, 25-28, 639-643; Lalor, I, 637-640, 
547. 549; Walker's Making the Nation, 1-60; Frothingham, 
584-599. 



86 TOPICAL ANALYSIS. 



THE FEDERAL UNION. 

I. Relation of this period to preceding periods. 

II. Condition of the United States in 17S0. 

1. Geographical extent. 

2. Population and its distribution. 

3. Leading occupations. 

REK. — School Histories: Eggleston's Household, 203-204; Fisku, 253; 
Niles, 135-137- 

General: Hart, 137-139; Eggleston, 202-204; McMaster, I, i-ioo; 
Schouler, I, 112; Walker, 63-72. 

III. National and State Sovereignty. 

1. Define each. 

2. Relation of one to the other. 

3. Show how the Colonial period developed 

State Sovereignty. 

4. Show what the French and Indian War 
and the Revulutionary War had to do 
in building up a national sentiment. 

5. Are both ideas embodied in the 
Constitution? 

REF. — School Histories: Fiske's Critical Period, 90-92; Hart, 141-146; 
HiUlreth, I, 25-64; Lodge's Washington, 61-71; McMaster, I, 
525-542; Eggleston's Household, 307. 



FEDERAL SUPREMACY. 87 

Organization of the Government, 1789=1793. 
Federal Supremacy, 1789=1801. 

I. Washington President, 1789-1797. 

1 . Biography of Washington. 

Ref. — School Histories: Barnes, 149-150, note; Eggleston, 171, 203-207; 
209-212; Fiske, 253-258; Johnston, 144-146; Scudder, 254-257; 
Hjgginson's Young Folks, 222-225; Montgomery, 133, note 3; 
Niles, 130; Montgomery's Beginner's Am. Hist., 91-99; Cooper, 
225-226. 
General: Shepherd's Historical Reader, 1-17; Lodge's Washing- 
ton; Frost's Pres. of the U. S., 9-47. 

2. First inauguration. 

3. First Cabinet. 

Ref. — School Histories: Swinton, 198; Niles, 141; Thomas, 144-146, 
147; Chambers, 277-280; Cooper, 226-228; Montgomery, 192; 
Sheldon, 211-213; Higginson's Young Folks, 217-219. 
General: Washington and His Country, 409-506; Hart, 143-145; 
Judson's Growth of American Nation, 103-105; Fiske's Critical 
Period, 348-350; Hildreth IV, 56-62, 108, 131; Lodge's Wash- 
ington II, 43-50, 68-69; McMaster I, 530-532, 538-540, 566; 
Schouler I, 74-80; 82-90, 107-110; Stanwood's Presidential 
Elections, 14-16; Van Hoist I, 80-84; Eggleston's Household, 
200-202; Anderson's U. S. Reader, 228-231; Walker, 88-93. 

II. Political parties at this time and principles 

advocated by each. 

Ref. — School Histories: Sheldon, 209-210; Eggleston, 213-214; Mont- 
gomery 191; Cooper, 226-227; Thomas, 151; Niles, 143; Cham- 
bers, 286; Fiske, 261, 262; Johnston, 153; Higginson's Young 
Folks, 221. 
General: Hart, 155-156; Porter's Outlines of U. S. Constitutional 
History, 187; Andrews I, 254-257; Fiske's Critical Period, 308- 
310; Eggleston's Household, 214-216; Walker, 94-96; Judson, 
127-137. 

III. Financial measures. 

1 . First tariff law. 



83 ORGANIZATION OF THE GOVERNMHNT. 

Ref. — School Histories: Cooper, 229; Johnston, 151; Montgomerj', 193; 
Eggleston, 213-214. 
General: Hart, 146-147, 155, 156; Gay's Madison, 172-192; 
Hildreth IV, 91; Dictionary of Am. Politics, 449; Porter's Out- 
lines of U.S. Constitution, 183; Judson's Growth of American 
Nation, 106; Andrews I, i, 258; Lalor I, 769-771, H, 165-172; 
Lodge's Hamilton, 136-1 ',2; Lodge's Washington IL 61, 232, 
Schouler I, 53-56, McMaster I, 567; Van Hoist I, 77, 78; 
Taussig's Taritf, 14. 

2. Hamilton's financial plan. 

a. To provide snfficient revenue to pay 

running expenses and interest. 

b. To lay a tax on distilled spirits. 

c. To fund the national and foreign 

debts into one S3'stem of bonds and 
to pay the interest. 

d. The outstanding State debts to be 

assumed and paid by general gov- 
ernment. (The compromise). 

e. To establish a national bank. 

f. Constitutional objections to the plans. 

g. The Elastic Clause in the Constitu- 
tion, Article I, Sec. viii, Clause 18. 

h. Show how these measures strength- 
en the Union. 

Ref. — School Histories: Cooper, 229; Thomas, 148; Chambers, 281-282; 
Seavey's Goodrich, 158-159; Montgomery, 193; Fiske, 260, 261. 
General: Porter's Outlines of U. S. Const. Hist., 186-1S8; Fiske's 
Civil Govt., 257-260; Hart, 147-151; Judson's Growth of 
American Nation, 107-115, 123-124; Andrews I, 259-262; 
Hildreth IV, 152, 213-215, 253, 254, 262-265; Johnson's Politics, 
21-23; Lodge's Hamilton, 92-104, 120-129, 131; Lodge's Wash- 
ington II, 104-122; McMasters I, 568-578, 582, II, 28-32; Morse's 
Jefferson, 97-102; Schouler I, 130-142, 158-162; Van Hoist I, 94, 
95; Dictionary of Am. Politics, 55-56; Gay's Madison, 151-159; 
Walker, 73-87, 107. 



FEDERAI, SUPREMACY. 89 

IV. The Slavery Question. 

1. Washington's attitude towards slavery. 

2. Anti-slavery memorials. 

3. Fugitive slave law, 1793. 

REF. — School Histories: vSheldon, 213-214; Seavey's Goodrich, 161- 
162. 

General: Hart, 151-152; Eggleston's Household, 213; Hildreth 
ly, 91-93, 174-205, McMasters I, 554-555, 578, II, 15; Schouler, 
I, 142-150; Bryant IV, 109, Gay's Madison, 159-169; Lalor II, 
315; Van Hoist I, 89; Walker, 108. 

V. Whiskey Insurrection — Cause — Results. 

Ref. — School Histories: Cooper, 230; Thomas 149; Montgomery, 197; 
Eggleston, 217, 218; Johnston, 150. 

General: Hart, 163; Dictionary of American Politics, 546-547; 
Bryant IV, 118-121; Hildreth IV, 373-376; Lalor III, 1108; 
Ivodge's Hamilton, 180-185; Lodge's Washington II, 120-128, 
McMasters II, 41-45; Schouler I, 214, 275; Van Hoist I, 94-102; 
Walker, 123-125. 

VI. Invention of Cotton Gin — Effects. 

Ref. — School Histories: Montgomery's Beginner's Am. Hist., 137-142; 
Montgomery, 195-197; Cooper, 233; Thomas, 150; Niles, 145; 
Barnes, 171; Note, Scudder, 258; Higginson's Young Folks, 226. 

General: Anderson's U. S. Reader, 264-266; Bryant IV, 164; 
Coffin's Building the Nation, 73-77; Greeley's Am. Conflict I, 
57-66; McMaster II, 161-163; Doyle, 314; Walker, 260 



A Struggle for Neutrality, 1793=1815. 

I. Foreign Relations. 

1. Washington's Neutrality Proclamation — 
Cause — Importance of. 

Ref. — School Histories: Cooper, 232; Thomas, 151; Montgomery, 194- 
195- 



00 STRUGGLE FOR NEITRALITY. 

General: Hart, 158-160; Porter's Outlines of U. S. Constitutional 
Hist., 191; Jmison's Growth of American Nation, 11S-121; 
Lc.lge's Hamilton, 153; Lodge's Washinojton H, 129; Lossing's 
Cyclopedia II, 319; Hildreth IV, 132; Lalor II, 1103; Schouler 
I, '248, 257; Bryant IV, 122; Walker, 99-101. 

2. Trouble with France — Genet. 

Ref.— School Histories: Barnes, 153; Montgomery, 194; Thomas, 151- 
152; Piske, 264. 
General: McMaster II, 98-105, 137-142; Morse's Jefferson. 149, 
152-162; Schouler I, 246-256; Van Hoist I, 1 1 2-1 18; Lossing's 
Field Book of 1812 III, 79-83; Washington and His Country, 
512; Bryant IV, 123; Hildreth IV, 412, 415. 418-419. 422, 439; 
Johnston's Politics, 29-30; Hart, 157-159; Andrews I, 269-274; 
Coffin's Building the Nation. 59-61; Lalor II, 327-33^; Lossing's 
Field Book of 1812, 78-82; Walker, 115-118. 

3. Trouble with England — Jay's Treaty, 

Ref.— School Histories: Barnes, 152-153; Montgomery, 198; Chambers, 
282; Seavey's Goodrich, 162; Thomas, 152; iMske, 265; Scudder, 
270-272; Johnston, 155. 
General: Bryant IV, 124-126; Hildreth IV, 488, 539. 541-542, 545; 
Johnston's Politics. 31-33, 35; Lossing's Field Book of 1812, III, 
62-63, 86-87; Hart, 160-163; Judson's Growth of American 
Nation. 121-123; Andrews I, 263-268; Haswell's Treaties and 
Conventions, 379-394; Lalor II, 634-638; Lodge's Washington, 
176-201; McMaster II, 212-220, 263. 281; Morse's Jefferson, 169- 
171; Schouler I, 289-296, 308-317; Walker, 119-121. 

II. Presidental Election, 1796. 

Ref.— School Histories: Thomas, 154; John.ston, 156. 
General: Hart, 164-165; Walker, 132-135. 

III. John Adams President, 1797-1801. 

1. Biography. 

Ref.— School Histories: Barnes, 154. Note; Eggleston, 221; Johnston, 
161; Cooper, 235; Montgomery, 199, Note 3; Frost's Pres. of the 

u. s. 49-63- 

IV. Difficulties with France, continued. 

1. Cause. 

2. The X. Y. Z. affair. 



FEDERAL SUPREMACY. 91 

3. EfFect. 

REF. — School Histories: Montgomery, 200; Thomas, 155-156; Eggleston, 
221-222; Fiske, 266-268; Johnston, 161-162; Anderson, 226-228; 
Scudder, 274; Cooper, 237-238; Seavey's Goodrich, 164. 
General: Hart, 166-168; Johnston's Politics, 42-43; Eggleston's 
Household, 223-224; Bryant V, 132-134; McMaster II, 308-313, 
367-374, Coffin's Building the Nation, 11 2-1 17; Hiklreth V, 
219-224, 250-253; L,alor III, 1122; Morse's John Adams, 273-287; 
Morse's Jefferson, 146-165; Van Hoist I, 131, 134-142; Judson's 
Growth of the American Nation, 132-133; Walker, 137-143. 

V. The Alien and Sedition Laws. 

1. Cause. 

2. Nature and Purpose. 

3. Results. 

VI. Virginia and Kentucky Resolutions. 

1. Character of. 

2. Cause. 

3. Results. 

Ref. — School Histories: Barnes, 154; Thomas, 156-157; Eggleston, 226; 
Fiske, 269-270; Johnston, 165; Swinton 202; Anderson, 229; 
Scudder, 276-277; Higginson's Young Folks, 233, Cooper, 239- 
240; Seavey's Goodrich, 164-165; Niles, 147; Chambers, 288; 
Montgomer}-, 200. 
General: Hart, 168-171; Johnston's Politics, 44-47; Hildreth V, 
216, 225-229, 272-277, 320; Van Hoist I, 141-143, i44-i5r; 
McMasters II, 389, 390, 393, 395, 396, 419-423; Schouler I, 393-403, 
423-425; Eggleston's Household 225-227; Bryant IV, 128-130; 
Gay's Madison, 240-251; Lodge's Hamilton, 164-236; Lossing's 
Cyclopedia, 23; Lalor I, 56, 58, 77, II, 672-676; Andrews I, 275- 
278; Judson's Growth of the American Nation, 135; Walker, 
148-155- 

VII. The Federal Party. 

1. Work done b}- this party. 

2. Decline of the party. 

a. Give Cause. 

b. Meaning of this decline. 



92 STRUGGLE I"OR NELTRAIJTY. 

VIII. Election of 1800. 

REF. — School Histories: Barues, 155, Johnston. 164; Thomas, 15S; Rg- 
gleston, 226-227; Fiske, 270; Swinton, 202; Anderson, 229-230; 
Cooper, 240. 
General: Jiulson's Growth of the American Nation, 136-137; Johns- 
ton's Politics, 49-50; Doyle, 295-296; Bryant IV, 143; Lossing's 
Field Book of 181 2, loS; Gay's Madison, 252-25S; Van Hoist I, 
168-1S2; McMaster II, 49, 86-88, 417-419, 505, 510; Bryant IV, 
143, 14 1; Hart, 171-175; Lodge's Hamilton, 235, 236; Morse's 
John Adams, 305-310, 315-329; Morse's Jefferson, 195-200; 
Schouler I, 344-471, 480-482, 487, 488; Stanwood's Presidential 
Elections. 30-44; Dictionary of American Politics, 211-216; 
Hildreth V, 46-85, 125-159, 202, 235, 414-418; Walker, 158-167. 

IX. Jiidiciaiy Act. 

Rek. — Hart, 174; IMcMaster II, 532, 533; Johnston's Politics, 54-55; 
Walker, 169. 

X. Publicatiou of Hail Columbia. 

1. Story of its origin. 

2. Spirit of the song. 

3. Its importance. 

REF. — School Histories: Montgomery, 200. 

General: Dictionary of Am. Politics, 247; Anderson's U. S. 
Reader, 244; Lossing's P'ield Book of 1812, 97, Note i; Mc- 
Master II, 377-380; Lossing's Cyclojiedia, 603; Egglestou's 
American War Ballads I, 102. 



Democratic=Republican Supremacy, 1801=1825. 

XI. Jefferson President, 1801-1809. 
1. Biograpli}^ 

REF.— School Histories: Niles, 149; Barnes, 155, Note; IVIontgomery, 
201, Note 2, 202; Johnston, 166-167; Thomas, 160-161; Fiske, 
271-272; Higgiusou's Vouug Folks, 239; Cooper, 241; Niles, 
149. 



DEMOCRATIC-REPUBI.ICAN SUPREMACY. 93 

General: Hart, 176-1S3; Johnston's Politics, 52-54; Van Hoist I, 
168-182; McMaster II, 497-537; Morse's Jefferson, 193-218;^ 
vSchouler I, 480-4S8, II, 1-7; Doyle, 298-299; Bryant IV, 164-166; 
Frost's Pres. of the U. S., 65-90. 

2. Anti-Federal, or Republican Party. 

a. Origin. 

b. Political Doctrines — compare and 

contrast with the Federal party. 

c. Relation of Jefferson to this party. 

d. In what sense was the election of 
Jefferson a political revolution? 

REF.— School Histories: Chambers, 286; Johnston, 167; Eggleston, 224- 
226; Montgomery, 201-202. 
General: Judson'sgrowthof the American Nation, 127-131,138-147; 
Andrews 1,275-281, 305-314; Wilson's Division and Reunion, 12- 
15; Hart, 175, 176-178; ^Hiklreth VI, 36-44; Van Hoist I, 138- 
226; McMaster II, 308-323; Schouler I, 480-488, II, 1-7; Gay's 
Madison, 240-251; Hart, 164-169; Johnston's Politics, 40-68; 
Lodge's Hamilton, 194; Morse's Jefferson, 193-208. 

3. Contrast Jefferson's inauguration with 

preceding events of this kind. 

Ref.— School Histories: Anderson, 231; Thomas, 161; Johnston, 165- 
167; Cooper, 241-242; Niles, 148. 
General: Hart, 178-183; McMaster II, 503; Morse's Jefferson, 
209-212; Van Hoist, I. 

XII. Purchase of Louisiana Territory. 

1. What did it include? 

2. Its inhabitants at time of purchase. 

3. Reasons for buying it. 

4. Reasons for France selling it. 

5. Constitutional and political questions 

involved. 

6. Terms of purchase. 



i)4 STRLGGI.K KOK NICL'TRAUTV. 

7. Results — immediate and remote. 

8. Show how this purchase strengthened 

National Sovereignty. 

Ref. — School Histories: Barnes, 155; Montgomery, 204; Johnston, 167; 
Sheldon, 215-217; Thomas, 161-162; Eggleston, 234; I'iske, 273- 
274; Anderson, 232-233; Scudder, 278-280; Higginson's Young 
Folks, 45; Ridpath (G. K.), 242, (A. E.) 337; Cooper, 243; 
Seavey's Goodrich, 166; Nilcs, 149; Chambers, 291-292. 
General: Hart, 1S5-1S7; Van Hoist I, 183-193; Johnston's Politics, 
55-58; Lodge's Hamilton, 213-215; McMaster II, 620-633, HI, 
1-9; Morse's Jefferson, 231-239, 246-253; Schouler II, 44-53; 
Eggleston's Household, 238-240; Doyle, 299; Bryant IV, 145- 
148, 162; Lossing's Field Book of 181 2, 131-134; Gay's Madison, 
257-261; Lossing's Cyclopedia, S12-813; Ilildreth V, 478-481, 
492, 493; Lalor's Cyclopeilia I, 93-96; Walker, 177-1S5. 

XIII. War with Tripoli. 

1. Cause. 

2. Events. 

3. Results. 

Ref.— School Histories: Montgomery, 203; Thomas, 163, 179; Fiske, 
275; Barnes, 157; Scudder, 282-284; Higgiuson's Voung Folks, 
237-238; Ridpath (A. E.). 339; Seavey's Goodrich, 166-167; 
Cooper, 242-243; Johnston, 1 70-1 71, 
General: Hart, 184; Eggleston's Household, 229-230; Doyle, 300; 
Hildreth V, 482-484, 507-509; Lossing's Field Book of 181 2, 116- 
125; vSchouler II, 16-18, 61,68,92-94; Bryant IV, 154-161; Mc- 
Master II, 170; Walker, 186-187. 

XIV. Duel of Hamilton and Burr. 

Ref. — School Histories: Barnes, 156; Montgomery, 207; Johnston, 170; 
Thomas, 164-165; Anderson, 235. 
General: Hart, 189-190; Eggleston's Household, 240-241; Doyle, 
301-302; Bryant IV, 149-153; Coffin's Building of the Nation, 
133-138; Hildreth V, 520-527; Lodge's Hamilton, 237-252; Mc- 
Master III, 52-54; Schouler II, 61-66. 

XV. Lewis and Clark expedition. 

1. Object of the expedition. 

2. Account of the expedition. 



DEMOCRATIC-REPUBLICAN SUPREMACY. 95 

3. Result. 

Ref.— School Histories: Montgomery, 205; Sheldon, 217-219; Thomas, 
163; Fiske, 274; Scudder, 280; Higginson's Young Folks, 245- 
247; Cooper, 244. 
General: Bryant IV, 170; Hart, 233; McMaster II, 633-635, III, 
142-144. 

XVI. Neutral Trade and Foreign Aggressions. 

1. American trade in 1803. 

2. Napoleon's Decrees and the British Orders 

in Council, 

a. Character of each. 

b. Effect on American commerce. 

3. The Embargo Act. 

a. Purpose and character of. 

b. Commercial and political effects. 

4. Non-intercourse Act. 

Ref.— School Histories: Barnes, 157-158; Montgomery, 206-207; John- 
ston, 171-172; Sheldon, 239-240; Scudder, 284-289; Thomas, 166- 
168; Eggleston, 240-241; Fiske, 277-278; Swinton, 205-206; 
Anderson, 239-240; Higginson's Young Folks, 235-236; Ridpath 
(A. E.), 341-342, 344-345; Seavey's Goodrich, 168-169; Cooper, 
244-245; Chambers, 293. 
General: Johnston's Politics, 60-69; Judson's Growth of American 
Nation, 161-170; Hildreth V, 646-649, VI, 33-35; Morse's Jeffer- 
son, 273-276, 298-312; Schouler, II, 151-165, 173-178; Gay's 
Madison, 264-282; Schurz's Clay, 67-76; Hart, 160, 191-198; 
Lossing's Cyclopedia, 1232, 1033, 437. 1007; Eggleston's House- 
hold, 242-244; Doyle, 303-304; Bryant IV, 171-181; Lossing's 
Field Book of 1812, 138-166, 170, 179; McMaster III, 219-226, 
249, 272-274, 276-278, 280, 292, 230, 235; Van Hoist I, 200-236; 
Morse's J. Q. Adams, 37-69; Walker, 190-203. 

XVII. Fulton's Steamboat — Importance of this 
invention. 

Ref.— School Histories: Barnes, 157; Montgomery 208; Johnston, 169; 
Thomas, 169; Fiske, 300; Anderson, 237-238; Higginson's 
Young Folks, 241; Cooper, 246; Ridpath (G. E.) 246, (A. E.) 343- 



9fJ STRUGGI.K FOR NEITRAIJTY. 

General: Gay's ISIadison, 264-300; E<^gk'ston's Household, 277- 
27S; Doyle, 315; Bryant IV, 160; Knox's Robert Fulton, Towle's 
Heroes and Martyrs of Invention, 160-170; McMaster III, 487- 
491; Walker, 206. 

XVIII. Madison President, 1800-1817. 
1. Biography, 

Rkf.— School Histories: Barnes, 159, Note; Cooper, 247-248; Fiske, 
279; Ridpath (G. E.)) 247; Montgomery, 210, Note i; Johnston, 
174- 
General: Gay's Madison; Bryant IV, loi; Frost, 91-123. 

XIX. Second War with England, 1812-1815. 

1. Condition of the conntry at this time — 

Contrast with condition at the beginning 
of the Revolutionary War, in size, pop- 
ulation, occupations, means of transpor- 
tation, national spirit, etc. 

Ref.— School Histories: Chambers, 298-299; Thomas 172; Johnston. 

General: Hart, 206-209; McMaster III, 459-510; Schouler II. 205- 
278; Andrews I, 282-304; Eggleston's Household, 249-250, 
Bryant IV, 175-176; Coffin's Building the Nation, 159; Lossing's 
Field Book of 1812, III, 234-242. 

2. Causes of the War. 

a. Remote. 

(1) Revolutionary animosity. 

(2) Growth of national pride. 

b. Immediate — make a list. 

c. The Henry letters. 

Ref.— School Histories: Fiske, 279-281; Chambers, 300; Eggleston, 
240-242; Swinton, 208; Monlgomer}-, 21 1-212; Sheldon, 230-231; 
Thomas, 171-172; Anderson, 243; Cooper, 244, 250; Seavey's 
Goodrich, 170. 
General: Andrews I, 315-318; Anderson's U. S. Reader, 281-285; 
Hart, 191-206; Van Hoist I, 200-242; Johnston's Politics, 69-75; 
Bryant IV, 181, 185, 186, 228; Lossing's Field Book of 1812, 219- 



DEMOCRATIC-REPUBLICAN SUPREMACY. 97 

221, 247-24S, 2S3-320; Morse's J. O. Adams, 37-69; Coffin's 
Building the Nation, 142-144, 147-14S; Hildreth VI, 313-317; 
McMaster III, 253, 456, 457; Schouler II, 144-153, 334. 346, 355; 
Scliurz's Henry Clay I, 67-77; Walker, 217-224. 

3. Leading events of the war, 

a. Hull's Surrender. 

Ref.— School Histories: Eggleston, 245; Fiske, 285; Higginson's 
Young Folks, 249; Johnston, 177, L78; Montgomery, 212, 213, 
Note i; Thomas, 173; Cooper, 251; Barnes, 160. 
General: Bryant IV, 187-190; Coffin's Building the Nation, 153- 
158; Hildreth VI; 335-342, 355-359; McMaster HI, 556-560; 
Schouler II, 357, 358. 

b. Naval battles. 

(1) Constitution and Guerriere 

— Read Holmes' poem, "Old 
Iron Sides." 

(2) The Shannon and Chesapeake. 

(3) Perry's Victor3^ 

(4) Macdonough's Victory on Lake 
Champlain. 

(5) Cause of these victories. 

(6) Result — At home — Abroad. 

Ref. — School Histories: Anderson, 245-246; Barnes, 161-162; Mont- 
gomery, 212-215; Johnston, 177, 181-184; Sheldon, 232-234; 
Thomas, 172-174; Eggleston, 245-249; Fiske, 2S1-284; Higgin- 
son's Young Folks, 250; Ridpath (G. E.\ 253-254, 256, (A. E.) 
353-354, 357-358; Cooper, 251-252, 254, 256; Seavey's Goodrich, 
174-176, 178, 181; Chambers, 304-310; Niles, 155-157. 
General: Eggleston's Household, 24S-252, 257-258; Doyle, 306- 
307; Lossing's Field Book of 1812, 443-445, 450, 463, 51S-533, 
598, 700-706; Anderson's U. S. Reader, 276-281; Coffin's Building 
the Nation, 159-170, 178-179, 187-193, 203-205; Hildreth VI, 
367-370,411,420-422; 435-437, 518; Schouler II, 362, 383, 392, 
406; Winsor VII, 380, 3S6, 391, 395, 397; McMaster IV, 31-38, 
63, 67, 70-116; Walker, 230-238. 

c. The Star Spangled Banner. 



98 STRUCGLK FOR XRUTRAMTY. 

.(1) Review Flag, p. 75 of outline. 

(2) History of its origin. 

(3) Sentiment expressed in the 
song. 

(4) Importance. 

Ref.— School Histories: Niles, 159; Note, Montgomery, 218; Note i; 
Anderson, 255. 
General: Anderson's IT. vS. Reader, 293; Lossiny's Field Rook of 
1812, 956, and Note 2; E^gleston's American War Ballads I, 138; 
Egglestou's Household, 261; Bryant IV, 191-193, 206-208. 

d. Land Battles. 

(1) Indian War in the Northwest 
(1811). 

(2) War with the Creek Indians. 

(3) Attack on Washington Cit}-. 
■(4) Battle of New Orleans. 

Ref. — School Histories: Barnes, 163-169; Muntt,foniery, 211, 215 218; 
Johnston, 19.^-195; Sheldon, 235-236; Thomas, 174-178; Kggles- 
ton, 250-254; Fiske, 284-288; Anderson, 251-255; Scudder, 298- 
300; Cooper, 250, 253, 255-256, 258, 259, 261; Chambers, 311-313. 
General: Eggleston's Household, 245-246, 261-262, Doyle, 307- 
314; Bryant IV, 182, 200-204, 210-233; Lossing's Field Book of 
1812, 187-207, 292, 1034-1040; Hildreth VI, 492-497, 501-512, 
517,557-566; Schouler II, 403, 407-414, 438-443; McMaster'lV, 
137. 157. 183; Walker, 232, 238, 239. 

4. Opposition to the war. 

a. In Congress. 

b. Outside of Congress. 

c. The Hartford Convention. 

(1) Cause. 

(2) Purpose. 

(3) Work of the Convention. 

(4) Results. 



DEMOCRATIC-REPUBLICAN SUPREMACY. 99 

Ref. — School Histories: Johnston, 192; Montgomery, 219, note; 
Sheldon, 237-238; Thomas, 177; Fiske, 288-289; Chambers, 309; 
Seavey's Goodrich, 184-185; Cooper, 263; Higginson's Young 
Folks, 249; Ridpath(A. E.), 363- 
General: Bryant IV, 226-233, 239; Lossing's Field Book of 1812, 
1012-1016; McMaster II, 550; Hart, 209-218; Hildreth VI, 530- 
536; Van Hoist I, 243-277; Schouler II, 3S1-444; Johnston's 
Politics, 76-81; Schurz's Clay, 88-97; Henry Adams VIII. 287- 
300; Lossing's Cyclopedia, 622-624; McMaster IV, 226, 247-251; 
Walker, 240-247. 

5. Treaty of Ghent. 

6. Effects of the war on — 

a. England. 

b. Political parties. 

c. The Constitution. 

d. Trade and industry. 

e. National sentiment. 

Ref. — School Histories: Eggleston, 254-255; F'iske, 2894-; Barnes, 171; 
Montgomery, 219; Johnston, 195-197; Sheldon, 236; Thomas, 
178-179; Seavey's Goodrich, 188; Niles, 160; Cooper, 262; 
Anderson, 257; Ridpath (A. E.) 365-366; Higginson's Young 
Folks, 251, 252. 
General: Hart, 218-233; Schouler 11, 431-437, 444-462; Hildreth, 
565-569; Doyle, 314; BrN'ant IV, 236-242; Lossing's Field Book 
of 1812, 1060-1071; McMaster 11,412-415; Schurz's Clay, 123- 
171; Henry Adams, IX, 24, 154; Winsor VII, 483-488; Van 
Hoist I, 273-275; Coifin's Building the Nation, 228-231; Haswell's 
Treaties and Conventions, 399-405; Johnston's Politics, 77, 78, 
80; McMaster IV, 256-276; Walker, 239-247. 



Industrial and Intellectual Development, 1815=1850. 

I. United States Bank rechartered. 

1. Why not in 1811? 

2. Why in 1816? 

Ref. — School Histories: Thomas, 180; Seavey's Goodrich, 189; Niles, 
176, Note; Johnston, 198. 



100 INDl-STRIAI, AND IXTEIJ,i:CTUA K iJi; VKLOPMlvNT. 

General: Hart, 216-226; Johnston's Politics, 104-118; Henry 
Adams, IX, 56, 82, 106; Gay's Madison, 170-171; Bryant IV, 
2M; Schouler HI, 450; Hildr'eth VI, 5S9. 

II. First Protective Tariff, 1816. 

i. Cause of its passage. 

2. By whom favored — reasons. 

3. By whom opposed — reasons. 

Ref. — Fiske, 306-307; Higginson's Yonng I'olks, 261-262; Johnston, 
19S; Sheldon, 23S-239; Thomas, 1S5-186. 
General: Jndson's Growth of American Nation, 193-194; Bryant, 
244-245; Hart, 229-231; Hildreth VI, 585-v588; Johnston's 
Politics 81; Lalor's Cyclopedia I, 773, HI, 859, 860; Schouler II, 
450; Taussig's Tariff History, 16-19, 63, 6b, 69; Van Hoist I, 
398-400; McMaster IV, 319-341. 

III. Election of 1816. 

1. Parties and issues. 

2. Candidates — results. 

Ref. — School Histories: Thomas, 180-181 ; Fiske, 298; Johnston, 201; 
Higginson, 253; Swiuton, 219. 
General: Hart, 231-232; Johnston's Politics, 81-83; Hildreth VI, 
593. 595; Schouler II, 458-461; Stanwood's Presidential Elec- 
tions, 64-69; Judson's Growth of the American Nation, 189-191; 
Andrews I, 325-335; Walker, 258-261. 

IV. Alonroe President, 1817-1825. 

The Era of Good Feeling. 

1 . Biograph}'. 

Ref.— vSchool Histories: Montgomery, 220; Eggleston, 264; Cooper, 
264; Seavey's Goodrich, 190; Barnes, 172, note; Fiske, 297. 
General: Brvant IV, 29, 146, 241; Gilman's Monroe, Tau.ssig's 
Tariff History; Frost's Pres. of the U. S. 125-137. 

V. Purchase of Florida, 1819. 

1. What did it include? 

2. Cause. 

3. Terms. 



DEMOCRATIC-REPUBLICAN SUPREMACY. 101 

Ref. — School Histories: Barnes, 172, note; Fiske, 298; Anderson, 261; 
Thomas, 184; Eggleston, 264; Montgomery, 221-232; Higgin- 
son, 253-25^; Johnston, 201-202; Sheldon, 285; Chambers, 316; 
Ridpath (A. E.), 367-370; Cooper, 266; Seavey's Goodrich, 102; 
for map, see Thomas, 338. 

General: Hart, 233-234; Eggleston's Household, 269; Johnston's 
Pontics, 85; Bryant IV, 253-259; Henry Adams VI, 236-237; 
Coffin's Building the Nation, 242-243; Hildreth VI, 658-686; 
Schurz's Clay I, 162-165; Winsor VII, 497-500; Lalor's Cyclo- 
pedia I, 96; Andrews I, 336-339; Judsou's Growth of the 
American Nation, 283; McMaster IV, 474-483. 

VI. Internal Improvements, 1806-1817. 

1. What did they include? 

2. Their importance. 

3. Plans at this time. 

4. By whom favored — reasons? 

5. By whom opposed — reasons? 

6. Cumberland, or National Road. 

a. Between what points was it built? 

b. Purpose. 

c. Results. 

7. Relation to a more perfect union. 

Ref. — School Histories: Thomas, 186-187; Fiske, 305-306; Scudder, 
315-316; Eggleston, 271-273; Montgomery, 226-227; Higginson, 
260; Johnston, 206, 207, 211; Cooper, 268-269; Chambers, 317. 

General: Hart, 224, 227, 229, 253-255; Johnston's Politics, see 
index; Schouier II, 132, 450-451. m, 48-50, 54-57. 247-254. 295- 
296; Schurz's Clay I, 44-47, 137, 142-145; Eggleston's Household, 
277-281; Henry Adams IX, 149-151, 168-169; Brj'ant IV, 274; 
Hildreth VI, 591, 592, 616-617; Lalor's Cyclopedia II, 568-572; 
Van Hoist I, 388-394; McIVIaster IV, 397-415; Walker, 204. 

VII. The Missouri Compromise, 1818-1820. 

i. The dividing line between free and slave 

states up to this time. 
2, Cause cf the compromise. 



102 INDUSTRI.VI, AND IXTKLLKCTrAL DICVELOPMENT. 

3. The different views of the North and 

South in regard to the right of Congress 
to interfere with slavery. 

4. What did each side give up? 

5. Results. 

Ref.— School Histories: Barnes, 172; Fiske, 203; Anderson, 264; 
Thomas, 188-189; vSwinton, 220; Ridpath iG. E. ), 226; (A. E.>, 
370; Scudder, 324-325; Egglestou, 258-260; Montgomery, 223- 
226; Sheldon, 241-242, 285, 293, 301; Iligginson, 255-256; 
Cooper, 266-268; Chambers, 318-319. 
General: Judson's Growth of the American Nation, 196-197; 
Andrews I, 340-347; Hart, 151-152, 170,216, 236-241; Gihnan's 
Monroe, 144-149; Van Hoist I, 354-381; SchoulerHl, 134, 164- 
173. 178-186; Eggleston's Household, 268; Johnston's Politics, 
86,88-89, 159, i6^^; Brvant IV, 260-261. 267-274; Carr's Mis- 
souri, 139-148; Hildretl'i VI, 663-664, 688-696; Lalor's Cyclo- 
pedia I, "549, 550, II, 813; Schurz's Clay I, 172-189; Winsor VII, 
280, 281; Blaine's Twenty Years of Congress I, 15-21; Mc- 
Master IV, 570-591. 

VIII. Tariff of 1824. 

1. Changes made — cause. 

2. Why did the Western States favor this 

tariff? 

3. By whom opposed. 

4. Results. 

Rkf. — School Histories: Cooper, 284-2S6; Fiske, 30S; Johnston, 207; 
Thomas, 191; Scudder, 310-312; Higginson, 261-262; Niles, 169- 
170. 
Cieneral: Hart, 247-248, 257-258; Bryant IV, 278; Johnston's 
Politics, 94; Lalor's Cyclopedia III, 860, 861; Lodge's Wei)ster, 
163-165; Schouler III, 296-298; Schurz's Clay I, 212-220; Taus- 
sig's Tariff Hist.. 74-78; Van Hoht, 401-405; Judson's Growth of 
of American Nation, 196. 

IX. The Monroe Doctrine. 

1. Statement of. 

2. Origin and growth of tlic principle. 



NATIONAL REPUBLICAN SUPREMACY. 103 

3. Immediate cause of its promulgation — 

The H0I3' Alliance. 

4. Results. 

REF.— School Histories: Barnes, 173; Fiske, 299; Anderson, 262; 
Thomas, 190-191; Eggleston, 265; Montgomery, 227, 228; 
Sheldon, 285; Higginsou, 258; Johnston, 205; Cooper, 269-270; 
Seavey's Goodrich, 192; Chambers, 317; Niles, 169. 
General: Hart, 241-244, 251-253; Bryant IV, 279, 285; Van Hoist 
I, 409-423; Johnston's Politics, 93; Lodge's Hamilton, 161-164; 
Morse's John O. Adams, 130-137; Schouler HI, 286-293, 358- 
365; Schurz's Clay I, 209-210, 267-270; Winsor VII, 281, 502, 524; 
Judson's Growth of American Nation, 197-199; Andrews I, 339- 
440. 

X. La Fayette's visit. 

REF. — School Histories: Higginsou, 256; Johnston, 205-206; Mont- 
gomery, 228; Thomas, 194-196; Cooper, 270-271, Note; Seavey's 
Goodrich, 192; Niles, 170. 

XI. Election of 1824. 

Ref. — School Histories: Thomas, 191-192; Eggleston, 265-266; Fiske, 
304; Johnston, 207-208; Montgomery, 229; Cooper, 271. 
General: Hart, 245-251; Van Hoist II, 1-9; Bryant IV, 280-281; 
Johnston's Pohtics, 93-96; Morse's J. Q. Adams, 169-178; Schoul- 
er HI, 324, 329, 397-409; vSchurz's Clay I, 209, 267-270; Bryant 
IV, 279-281; Stanwood's Presidential Elections, 79, 95; Judson's 
Growth of American Nation, 200-201; McMaster IV, 570-591. 

XII. John Quincy Adams President, 1825-1829— 
National Republican Supremacy, 1825-1829. 
1 . Biography. 

Ref.— School Histories: Barnes, 174, Note; Thomas, 193; Cooper, 272- 
273; Eggleston, 265. 
General: Morse's J. Q. Adams; Frost's Pres. of the U. S., 139-185. 

XIII. Construction of the Erie Canal, 1817-1825. 

1. Locate and describe. 

2. Its importance to commerce. 



104 INDUSTRIAL AND INTKLLECTUAL DEVELOPMENT. 

3. Its relation to the development of the 
country. 

Ref. — School Histories: Eggleston, 272-273; I'iske, 306; Ilijjf^insou, 
260; Johnston, 206; Montgomery, 229-231; Sheldon, 2S5; 
Thomas, 1S7; Cooper, 269, 273-274; Niles, 172-173; Chambers, 
3'7- 
General: Coffin's Building the Nation, 238-242; Judson's Growth 
of American Nation, 208, 217; Schouler III, 232, 346-347; Hart, 
253-255; Hildreth VI, 624-625; Lalor's Cyclopedia I, 339; :\Ic- 
Master IV, 415-417. 

XIV. American Temperance Society organized in 
Boston, 1826. 

1. Object. 

2. What was the new doctrine advocated ? 

3. The custom in regard to the use of liquor 

in early days. 

4. What temperance societies required at 

first — later. 

5. Results of the temperance movement — 

make a list. 

Ref. — School Histories: Montgomery, 233-234, Note i ; Thomas, 216; 
Niles, 173-174- 
General: Coffin's Building the Nation, 271-2.81; Andrews I, 374; 
Judson's Growth of American Nation, 265. 

XV. The Creek and Cherokee Question. 

Ref. — School Histories: Johnston, 210-21 1; Thomas, 197-198; Cooper, 
276. 
General: Bryant IV, 287-289; Hart, 255-256; Lalor's Cyclopedia 
I. 391-394; "vSchouler III, 370-373. 378-383; Van Hoist l', 433-437; 
Andrews I, 285, 319. 

XVI. Tariff of 1828. 

1. Review tariffs of 1810 and 1S24. 

2. What change was made ? 



DEMOCRATIC SUPREMACY. 105 

3. By whom favored ? 

4. By whom opposed ? 

5. Why opposed by part of the people in the 

New England and Middle States? 

REF. — School Histories: Thomas, 199-200; Fiske, 308-311; Higginson, 
261-262; Johnston, 212; Montgomery, 240-241; Cooper, 284-2S6; 
Seavey's Goodrich, 194. 
General: Hart, 257-258; Johnston's Politics, 100-103; Lalor's 
Cyclopedia III, 861-862; Lodge's Webster, 154-168; Schooler 
III, 420-426; Sumner's Jackson, 200-206; Taussig's Tariff 
History, 89-101; Van Hoist I, 402-408, 459; Judson's Growth of 
American Nation, 210. 

XVII. Election of Jackson. 

1. Meaning of the election. 

2. What were the principles of the Jackson 

party? 

REF. — School Histories: Thomas, 200; Fiske, 308; Higginson, 261-262; 
Johnston, 212; Montgomery, 240-241; Chambers, 320. 
General: Hart, 261; Bryant IV, 295-296; Johnston's Politics, loi- 
103; Lalor's Cyclopedia II, 626; Schouler III, 437, 438, 451-453; 
Stanwood's Presidential Elections, 56-101; Sumner's Jackson, 
114-119; Van Hoist II, 2-6, 11; Wilson, 17-21; Judson's Growth 
of American Nation, 222. 

XVIII. Andrew Jackson, President, 1829-1837. 
Democratic Supremacy, 1829-1841. 

1. Biography. 

Ref. — School Histories: Sheldon, 235-236; Montgomery, 234, Note 2; 
Barnes, 175, Note; Eggleston, 266; Thomas, 202; Cooper, 282; 
Niles, 174; Frost's Pres. of the U. S., 187-256. 

2. Jackson's Civil Service Policy — "The 

Spoils System." 

3. Policy of Jackson's predecessors. 

4. Reasons for so many removals. 



10(3 INDUSTRIAL AND INTKLLECTUAL DEVELOPMENT. 

5. Origin of the name, "Spoils System." 

6. Effects. 

Ref. — School Histories: Barnes, 175, Note; Thomas, 202-203; Scudder, 
329-331 ; Montgomery, 236, Note 2; Fiske, 308-309; Egglcston, 266; 
Higginson, 265; Johnston, 225-226; Cooper, 283; Chambers, 324. 
General: Wilson's Division and Reunion, 30-34; Van Hoist H, 
13-27; McMaster II, 585-588; Morse's J. Q. Adams, 178-181, 
201-205; Sumner's Jackson, 139-148; Schoulcr, 332-337; Bryant 
IV, 297-298; Lalor's Cyclopedia III, 565-569; Bryce's American 
Commonwealth II, 125-132; Judson's Growth of American 
Nation, 226. 

7. The Kitchen Cabinet. 

Ref. — School Histories: Thomas, 204. 

General: Bryant IV, 298; Lalor's Cyclopedia, 677; Schouler III, 
495; Sumner's Jackson, 140-145; Van Hoist II, 27, 28; Wilson's 
Division and Reunion, 28-30. 

XIX. ''America" composed, February, 1832. 

1. By whom written? 

2. History and sentiment of the Song. 

Rkf. — See December number of any school journal of 1S95. 

XX. United States Bank. 

1. Leading issue in 1832. 

2. Jackson's hostility to the Bank — cause? 

3. Bill to recharter vetoed. 

4. Deposits removed. 

Ref. — School Histories: Tiske, 307, 312, 313; Johnston, 226; Mont- 
gomery, 239-280; Thomas, 205; Seavey's Goodrich, 199; Cooper, 
283-284; Niles, 176; Chambers, 324; vSwinton, 222-223; Barnes, 
176. 
General: Bryant IV, 300-302; Lalor's Cyclopedia I, 209; Schouler, 
IV, 44-54; vSchurz's Clay I, 62-66; Sumner's Jackson; 233-250; 
Van Hoist II, 31-32, 37-45; Wilson's Division and Reunion, 69- 
74, 79, 80; Judson's Growth of .American Nation, 234-238. 

XXI. Revision of the Tariff, 1832. 
1. Cause. 



DEMOCRATIC SUPREMACY. 107 

2. Changes made. 

Ref. — School Histories: Cooper, 286-287; Chambers, 325-329; Fiske, 
311- 
General: Johnston's Politics, iio-i 11 ; Wilson's Division and Re- 
union, 5S-59; Judson's Growth of American Nation, 228-232; 
Taussig's Tariff, 109-110; Walker, 253, 261. 

XXII. Election of 1832. 

1. How different from preceding elections. 

2. Candidates and issues. 

Ref. — School Histories: Thomas, 206; Fiske, 311. 

General: Stanwood's Presidental Elections, 102; Johnston's Poli- 
tics, III, 114; Bryant IV, 302; Wilson's Division and Reunion, 
62-64. 

XXIII. Doctrine of State Rights and Nullification. 

1. Origin of the ideas, 

2. Previous public expressions of these 

doctrines. 

3. Calhoun and Nullification. 

4. The Webster-Hayne Debate — Cause. 

a. Arguments for Nullification. 

b. Arguments against Nullification. 

5. South Carolina's Nullification, 1832. 

a. Cause. 

b. Statement of the ordinance. 

c. Action of Jackson. 

d. Clay's compromise tariff, 1833. 

Note. — Who is the proper authority to decide whether a law is consti- 
tutional ? 

Ref. — School Histories: Fiske, 309-312; Thomas, 205-207; Johnston, 
229-231; Montgomery, 240-243; Sheldon, 238-240; Seavey's 
Goodrich, 198-199; Swinton, 223-224; Cooper, 284-287; Cham- 
bers, 329-331; Barnes, 175-176, Note. 



108 INDUSTRIAL AND INTHLI.RCTrAL DEVELOPMENT. 

General: Wilson's Division and Reunion, 47, 56-62, 65-68; 
Johnston's Politics, 229, 230; Bryant IV, 305, 306-309; Judson's 
Growth of American Nation, 229-233; Andrews I, 348-354; 
Coffin's Ruildinjj the Nation, 24S-250; Lalor's Cyclopedia II, 
1050-1055,111,862,863; Schouler IV, 38-41, 97-106; Schurz's 
Clay II, 2-10; I, 357-365; Sumner's Jackson, 207-212, 217-221; 
285-291; Winsor Vll, 253, 254, 322. 286, 287; Van Hoist I. 465- 
492,497-499,11. 177; Taussig's Tariff History, loy-iii; Ivodge's 
Webster, 171-185; Doyle, 316-320. 

XXIV. Beginning of an Industrial Revolution, 
1830-1 84U. 

1. Industrial development up to 1830. 

2. Inland commerce and travel — liow con- 
ducted up to this time? 

3. Inventions and improvements during this 

period — make a list. 

4. Railroads. 

a. First railway in the U. S., 1826. 

b. First passenger railroad in America, 

1828. 

c. Introduction of the locomotive and 

the growth of railroads. 

d. Importance of railroads. 

(1) In settling up the West. 

(2) In increasing manufacturing 
and commerce. 

(3) In breaking down local 
prejudices. 

(4) In building up National sover- 
eignty. 

5. What part of the U. S. was most affected ? 

Why ? 



DEMOCRATIC SUPREMACY. 109 

REF. — School Histories: Fiske, 314-316; Eggleston, 273-274; H'ggiu- 
son, 260; Johnston, 215-216; Montgomery, 231-233; Sheldon, 
251, 285; Thomas, 209-213; Chambers, 322; Barnes, 306-307; 
Niles, 173; Cooper, 290-291. 

General: Wilson's Division and Reunion, 102-108; Coffin's 
Building the Nation, 302, 428-431; Judson's Growth of American 
Nation, 297-298; Andrews I, 388-389, 390, II, 68, 69; Bryant IV, 
313-314; Schouler IV, 125-131. 

XXV. The Anti-Slavery Movement. 

1. William Lloyd Garrison and ''The 

Liberator." 

2. Petitions to Congress. 

3. Effect of these movements. 

a. In the North. 

b. In the South. 

REF. ^School Histories: Fiske, 322-323; Higginson, 264-265; Johnston, 
223; Montgomery, 237-238; Sheldon, 243, 286; Thomas, 217; 
Cooper, 288-290; Niles, 178-179. 

General: Wilson's Division and Union, 121-123; Bryant IV, 316- 
318, 324-328; Schouler IV, 210-214, 219-229; Van Hoist II, 80- 
125; Coffin's Building the Nation, 282-290. 

XXVI. Intellectual Development, 1830-1840. 
1. In literature and history. 

a. Writers up to this time who had 

become noted, were Cooper, Bryant, 
Washington Irving, and Noah 
Webster. 

b. Those who came into prominence in 

this decade, were Hawthorne, Poe, 
Whittier, Longfellow, Bancroft, 
Emerson, Holmes, Prescott and 
Lowell. 



no INDUSTRIAL AM) INTKLLKCTrAI. DKVH I.OI'MENT. 

(1) Nativity and writings of each. 

(2) Influence of their writings. 

2. Modern newspapers established — The 
New York Daily Sun, Herald and 
Tribune. 

3. Establishment of State Normal Schools. 

REF.— vSchool Histories: Eggleston, 378-380; Fiske, 325; Johnstou; 222; 
Montgomery, 245-246; Sheldon, 280; Thomas, 215-216; Niles, 
181; Harnes, 309-31 1 ; Cooper, Appendix i-X. 
General: Wilson's Division and Reunion, 108-1 11; Schouler IV, 
354-355; Judson's Growth of American Nation, 266-267. 

XXVII. Election of 1S36. 

1. Parties and issues. 

REF.— School Histories: Cooper, 291-296; Thomas, 219-220; Eggleston, 
269; Fiske, 314; Johnston, 231-233; INIontgomery, 246; Sheldon, 
287; Chamljers, 333. 
General: Johnston's Politics, 123-125; Schouler IV. 274-276; 
Slanwood's Presidential Kleclions, 111-122; Van Hoist II, 147- 
159; Wilson's Division and Reunion, 91-92. 

XXVUI. Van Burcn President, 1837-1841. 
1 . Biography. 

Rj;p. —School Histories: Barnes, 178; Johnston, 233; Thomas, 220; 
Cooper, 293. 
General: Shejjard's Van Ruren, I; Lossing's Cy., 1443; Frost's 
Pres. of the U. S., 237-270. 

XXIX. Financial panic of 1837. 

1. Causes. 

2. Character of. 

3. Effects. 

RgF.— School Histories: Barnes, 176-178; Thomas, 205; 219-222; Fiske, 
312-313, 317-318; Montgomery, 239, 246-248; Kggleslon, 276; 
Johnston, 234; Niles, 184; Seavey's Goodrich, 201 ; Chambers, 
333-335; cJoper, 294. 



WHIG SUPREMACY. Ill 

General: Bryant IV, 300-312; Wilson's Division and Reunion, 93; 
Van Hoist II, 177, 178, 195-200; Schouler IV, 276-285; Schurz's 
Clay I, 372-378, II, 112-113; Sumner's Andrew Jaikson, 224-276; 
291-342; Doyle, 320-321; Johnston's Politics, 114-118; Shepard's 
Van Buren, 242-277; Judson's Growth of American Nation, 234- 
243- 

XXX. Independent or Sub-Treasury Established. 

1. Object. 

2. Plan. 

3. Objections to the plan. 

4. Result. 

Ref.— School Histories: Thomas, 222-223; Fiske, 318; Montgomery, 
248, Note; Ridpath (G. E.), 276, (A. E.), 382; Johnston, 235; 
Cooper, 294-295; Chambers, 335; Seavey's Goodrich, 202. 

General: Johnston's Politics, 127; Shepard's Van Buren, 289, 
295-297; Van Hoist II, 201-203, 211, 216-218; Schouler IV, 283- 
285, 324-326; Wilson's Division and Reunion, 97-98; I^alor's 
Cy., +93; Bryant IV, 312. 

XXXI. Election of 1840. 

1. Parties and issues. 

2. How did this election differ from former 
elections. 

Ref. — School Histories: Barnes, 180; Fiske, 319; Montgomery, 251-252; 
Johnston, 237-239; Thomas, 224; Eggleston, 276-277; Higginson, 
269-270; Sheldon, 288; Cooper, 297. 
General: Shepard's VanBuren, 323-335; Bryant IV, 356-359; John- 
ston's Politics, 130-132; Lalor's Cyclopedia II, 57, III, 1104-1105; 
Schouler IV, 335-341, 359-366; Stanwood's Presidential Elec- 
tions, 123-140; Wilson's Division and Reunion, 133-134. 

XXXII. Harrison and Tyler, Presidents, 1841-1845. 
Whig Supremacy, 1841-1845. 

1. Biography. 

Ref. — School Histories: Barnes, 180, Note; Montgomery, 251, Note 3, 
252; Johnston, 237; Thomas, 225; Cooper, 297-298. 
General: Lossing's Cyclopedia, 619-621; Frost's Pres. of the U. 
S., 271-322. 



112 INDUSTRIAL AND INTKLLI'.CTUAI, DKVKLOPMENT. 

XXXIII. The Webster-Ashburtoii Treaty. 

Ref. — School Histories: Barnes, 1 80; Thomas, 226; Fiske, 321; Mont- 
gomery, 253; Swinton, 227; Ridpath (G. E.), 278; Higginson, 
270; Cooper, 299; Chambers, 336. 
General: Doyle, 324; Schouler IV, 398-404; Lalor's Cyclopedia 
III, 947; Bryant IV, 365 366; Haswell's Treaties and Conven- 
tions, 432-438; Lodge's Webster, 252-260; Wilson's Division and 
Reunion, 140-141; Winsor VII, 179, 292, 525, 554. 

XXXIV. Dorr's Rebellion. 

1. Cause and character of. 

2. Result. 

Ref. — School Histories: Barnes, 181; Fiske, 320; Montgomery, 253; 
Johnston. 244; Thomas. 227-228; Swinton, 227; Ridpath (G. E.), 
278, (A. E.) 384-385; Higginson, 270; Seavey's Goodrich, 204; 
Cooper, 300. 
General: Bryant IV. 365-366; Schouler IV, 462-463; Wilson's 
Division and Reunion, 161. 

XXXV. Tariff of 1S42. 

Ref. — vSchool Histories: Johnston, 240; Sheldon, 288; Cooper, 300. 

General: Johnston's Politics, 135-136; Lalor's Cyclojjcdia III, S63; 
Schouler IV, 406-410; Taussig's Tariff History, 112-114; Van 
HoLst II, 451-454, 463; Wdson's Division and Reunion, 140; 
Judson's Growth of .\merican Nation, 256. 

XXXVI. Anti-Renters. 

Ref. — School Histories: Barnes, 182; Fiske, 321; Montgomery, 253; 
Anderson, 274, Note; Johnston, 245; Thomas, 229; Ridpath (A. 
E.), 385; Seavey's Goodrich, 204. 

XXXVII. The iMonuons. 

1. Story of their origin. 

2. The Mormons in Missouri, in Illinois, in 

Utah. 

Ref. — School Histories: Fiske, 321; Montgomery, 248-251; Barnes, 
182, Note; Anderson, 284-285; Johnston, 237; Tliomas, 231-232; 
Ridpath (G. E.), 270, (A. E.) 385-386; Eggleston, 367; Higgin- 
.son, 270; Sheldon, 288; Cooi>er, 300; Niles, 177. 



WHIG SUPREMACY. ■ 113 

General: Coffin's Building the Nation, 440-449; Lalor's Cy. II, 
910-912; Schouler IV, 312, 546-549. 

XXXVIII. First Telegraph. 

1. By whom invented, 

2. Results. 

REF. — School Histories; Barnes, 183; Thomas, 229; Montgomery, 254- 
255; Anderson, 281; Johnston, 243; Sheldon, 252; Eggleston, 
274; Cooper, 301; Higginson, 273. 
General: Coffin's Building the Nation, 433-434; Lalor's Cyclopedia 
III, 890-891; Schouler IV, 469-470; Wilson, 162. 

XXXIX. Texas and Slavery. 

1. History of its separation from Mexico. 

a. Outlook for slavery after Missouri's 

struggle. 

b. Migration of slaveholders to Texas. 

(1) Purpose. 

(2) Result. 

c. General Houston and Rebellion in 

Texas. 

d. Declaration of Independence — By 
whom signed? 

e. Independence of Texas recognized by 

the United States and other Nations. 

2. Annexation of Texas, 1845. 

a. By whom favored ? 

b. By whom opposed — reasons ? 

c. Size of territory acquired. 

REF. — School Histories; Barnes, 183; Montgomery, 255-256; Johnston, 
242; Fiske, 325; Thomas, 232-233; Sheldon, 264-266; Ridpath 
(A. E.), 386-388; Scudder, 334; Cooper, 301-304; Chambers, 
338-343; Seavey's Goodrich, 204-206; Niles, 187; Judson's 
(irowth of American Nation, 257, 283-285. 



114 INDUSTRIAL AND INTELLECTUAL DEVELOPMENT. 

General; Wilson's Division and Reunion, 141-147; Bryant IV, 
361-364, 367-369; Coflin's Building the Nation, 291-300; 
Greeley's Am. Conflict I. 156-174; Schouler IV, 440-442, 449- 
459; Van Hoist II, 612-614, 625-628, 634-640, 643-644, 657-680, 
709-712; Schurz's Clay, I, 162-165, II, 86-94; 235-255, 258-267; 
Sumner's Andrew Jackson, 351-359. 

XL. Election of 1844. 

1. Parties and issues. 

2. Results. 

Ref. — School Histories: Barnes, 184, Note; Anderson, 275; Fiske, 326; 
Thomas, 2^4; Cooper, 306; Johnston,, 245-246; Montgomery, 
256. 

General; Greeley's Am. Conflict I, 164-168; Johnston's Politics, 
138-139; Schouler IV, 471-480; 495-500; Stanwood's Presidential 
Elections, 140-160; Van Hoist 11,694-701; Wilson's Division 
and Reunion, 145-147; Judson's Grov^lh of Am. Nation, 286. 

XLI. Polk President, 1845-1849. 

Democratic Supremacy, 1845-1849. 

1. His previous liistor}-. 

2. The four objects he wished to accomplish. 

Ref. — School Histories: Barnes, 184, Note; Thomas, 235; Cooper, 306. 
General; Wil.son's Division and Reunion, 146; Frost's Pres. of 
the U. S., 393-354- 

XLII. The Oregon Question. 

1. Origin and nature of the dispute. 

2. Dr. Whitman and his work. 

3. Basis of each nation's claims. 

4. How settled. 

RiCF. — School Histories: Montgomery, 256-258; Johnston, 250-251; 
Piske, 321-322; Thomas, 242-243; Sheldon, 256-260; Swintou, 
228; Eggleston, 286-287; Scudder, 345-350; Cooper, 307-31 1. 
General; Lossing's Cyclopedia, 1034; Barrow's Oregon, 212-282; 
Eggleston's Household, 293-294; Bryant IV, 366; Coflin's 
Building the Nation, 363-386; Haswell's Treaties and Conven- 
tions, 438-439; Lalor's Cyclopedia II, 1045-1047; Schouler IV, 
504-514; Van Hoist HI, 29-60; Wilson's Division and Reunion, 
147-148; Winsor \'II, 510-511, 359-562; Andrews II, 28-29, 67. 



DEMOCRATIC SUPREMACY. 115 



XLITI. 


Mexican War, 1846-1848. 


1. 


Events leading to the war — review. 


2. 


Causes. 




a. Remote. 




b. Immediate. 


3. 


By whom favored. 


4. 


By whom opposed. 



REF. — School Histories; Montgomery, 259; Anderson, 275; Johnston, 
249, 251-252; Thomas, 237; vSheldon, 267-268; vSwinton, 228; 
Ridpath (G. E.), 281-282; Eggleston, 276-279; Chambers, 344- 
345; Cooper, 310; Seavey's Goodrich, 288. 
General: Bryant IV, 369-370; Lodge's Webster, 264-297; Schou- 
ler IV, 518, V, i-iio; Schurz's Clay II, 279-314; Wilson's 
Division and Reunion, 149-160; Lossing's Cyclopedia, 873-875; 
Eggleston's Household, 282-285; Van Hoist II, 548-558; 
Andrews II, 22-23. 

5. The plan and campaigns of the war. 

a. An attack upon Mexico from the 

North under Gen. Taylor. 

b. An attack upon the City of Mexico 

under Gen. Scott. 

c. An attack upon New Mexico under 

Gen. Kearney. 

d. The capture of California by Fremont 

and others. 

Ref. — School Histories: Barnes, 185-189; Montgomery, 259-262; Ander- 
son, 276-279; Johnston, 253-259; Fiske, 327; 'Thomas, 238-240; 
Sheldon, 272-274; Swinlon, 229-233; R.dpath (G. E.), 282-288 
(A. E.), 28S-298; Eggleston, 279-285; Cooper, 310-314; Seavey's 
Goodrich, 208-217; Niles, 189-191; Chambers, 344-349. 
General: Bryant IV, 369-372, 374-385; Coffin's Building the 
Nation, 314-33 r, 349-350; Lalor's Cyclopedia III, logo, 11 14; 
Schouler IV, 521-526, 535-538, V, 42-61, 84-88; Van Hoist III, 
207-215, 230-238, 258-262, 331-333; Wilson's Division and Re- 
union, 149-162; Andrews II, 23-28. 



IIU INDUSTRIAL AND INTKI.I.KCTUAL DEVELOPMENT. 

(). The Wilmot Proviso. 

Rei-.— School Histories: Ej,'glt>ston, 293; Fiske, 328; Higginson, 279; 
Johnston, 260; Montgomery, 262, Note 5; Thomas, 246; Cooper, 
319, Note; Niles, 192. 
General: Bryant IV, 385-386; Wilson's Division and Reunion, 
152-154; Lalor's Cyclopedia III, 1114; Schouler IV, 543-544; 
Van Hoist III, 305-308. 

7. Treaty of Gaudalupe Hidalgo. 

8. Result of the war. 

Ref.— School Histories: Barnes, 190; Anderson, 280; Johnston, 259-260; 
Thomas, 241-246; Fiske, 328; Eggleston, 292-293; Cooper, 315; 
Niles, 191. 
General: Bryant IV, 387; Haswell's Treaties and Conventions, 
681-692; Schouler V, 84, 87-88; Van Hoist III, 344-345; Wilson's 
Division and Reunion, 152-153. 

XLIV. Tariff of 1846. 

Ref.— School Histories: Johnston, 249; Thomas, 244. 

Geneial: Lalor's Cyclopedia III, 865; Wilson's Division and Re- 
union, 154; Schouler IV, 515-517; Taussig's History of TaritTs, 
114, 156;" Van Hoist III, 278-280; Wiusor VII, 293. 

XLV. Sub-Treasuries re-established. 

1 . Review its establishment. 

2. Its importance. 

Rj; I,- —School Histories: Fiske, 318; Cooper, 294, 298; Thomas, 222, 241, 
244; Montgomery, 248-249, Note i, 2. 
General: Wilson's Division and Reunion, 94-95. 97. I37. '39- MO, 
154- 

XLVI. Discovery of Gold in California. 1848. 

1 . Give the account. 

2. Conditions of California in 1848. 

3. Results. 

a. The gold fever. 

b. Routes of travel to California. 



WHIG SUPREMACY. 117 

c. Rapid development of California. 

Ref. — School Histories: Barnes, 190; Montgomery, 263-265; Anderson, 
2CS2-283; Johnston, 261; Thomas 244-245; Eggleston, 283; Shel- 
don, 276-2S0; Fiske, 328-329; Higgiuson, 278; Cooper, 315-316; 
Chambers, 350. 
General: Coffin's Building the Nation, 359-362; Lalor's Cyclo- 
pedia I, 329, 330; Schouler V, 133-141; Van Hoist III, 404-407; 
Wilson's Division and Reunion, 162. 

XLVII. Election of 1848. 

1. Questions at issue. 

2. Parties and platforms of each. 

3. Results. 

Ref. — School Histories: Barnes, 191; Thomas, 246; Johnston, 261; Hig- 
giuson, 279-280; Fiske, 330; Eggleston, 293; Sheldon, 289. 
General: Bryant IV, 386; Ivalor's Cyclopedia II, 58, 287; Schouler 
V, 100-114; Schurz's Clay II, 309-314; Van Hoist III, 397-403; 
Wilson's Division and Reunion, 157-158; Johnston's Politics, 
147-148; Stanwood's Presidential Elections, 161-177. 



118 SLAVERY AND STATK RIGHTS. 



SLAVERY AND STATE RIGHTS, 1850=1860. 



I. Taylor and Fillmore's Administration, 1849-1853. 

Whig Supremacy, 1849-1853. 
1. Biography. 

Rkf.— School Histories: Barnes, 191, Note; Thomas, 235; Montgomery, 
265, Note 2; Cooper, 317-318; Frost's Pres. of the U. S., 355-392. 

II. Slavery from 1619-1850. 

1. Slavery in colonial days. 

a. How regarded. 

b. Why did it not gain a foothold in the 

North ? 

(1) Character of the country and 
occupations. 

(2) Effect of religious and political 
freedom . 

(3) Free schools. 

(4) Influence of the Quakers. 

c. Why it gained a solid foothold in the 

South ? Make a list of reasons. 

d. On the decline before the Revolution- 
ary War — evidence of. 

REF. — School Histories: Sheldon, 146,213-214; Thomas, 68; Fiske,30i; 
Cooper, 125, 136; Chambers, 353; Egglestou, 107, 153, 161. 
General: Wilson's Division and Reunion, 119-120, 123-124; Mc- 
INIaster II, 15; Lossing's Cyclopedia, 1298-1303; Andrews I, 341- 
343; Fishers Col. Era, 282; Sloaue, 383. 



WHIG SUPREMACY. 119 

2. Effect of the Revolutionary War upon 

slavery. 

a. Doctrine of equality, or "equal rights 

of man" favored the negro. 

b. The negro won renown in the war. 

c. Ordinance of 1787 prohibited slavery 

in the Northwest Territory. 

Ref. — School Histories: Seavey's Goodrich, 152, 161; Sheldon, 200, 
205, 206; Cooper, 214. 
General: Hildreth IV, 91-93; Draper's Civil War I, 311-327; 
Greeley's Am. Conflict I, 24-49; Hart, 19-21, 107-109,113-115, 
126-127; Andrews I, 343-347. 

3. Advantages of slavery. 

a. To the African savage. 

b. To the slave owner. 

4. Effects of slavery in the South upon 

a. Emigration. 

b. Industries. 

c. Schools. 

d. The development of the country and 
growth of cities. 

e. Wealth — Show that much of the 

profits went to the North and to 
Enrope. 

Ref, — School Histories: Sheldon, 243-244, 222-224; Cooper, 136-137. 

General: Hart, 151; Wilson's Division and Reunion, 105-106, 119- 
129; Van Hoist V, 89-94; Schouler I, 142-150; Andrews II, 3-11; 
Lalor's Cyclopedia III, 725-735. 

5. Review first struggle between freedom 

and slavery in the adoption of the Consti- 
tution. 



120 SLAVERY AND STATE RIGHTS. 

6, The struggle between the free and slave 

states in Congress. 

a. Why had slavery lost control in the 

Lower House ? 

b. How was equal power maintained in 
the Senate up to 1820? 

c. Review the IMissouri Compromise. 

7. Agitation of the slave question in the 
North from 1820 to 1850. 

Ref. — General: Andrews II, 12-20; Coffin's Building the Nation, 282- 
290, 305-307; Bryant IV, 316-318, 324-327; Greeley's Am. Con- 
flict I, 117-127. 

HI. The Omnibus Bill, or Compromise of 1850. 

1. Cause — Remote and immediate. 

2. Leading features of Clay's Compromise. 

3. Opponents of the compromise. 

4. Supporters of the compromise. 

5. What did it give to the South? 

6. What did it give to the North ? 

7. Arguments for it. Against it. 

8. Were the measures all passed in one bill ? 

9. Effects — immediate — remote. 

Ref. — School Histories: Barnes, 192-193; Montgouicry, 265-269; Ander- 
son, 282-284; Fiske, 337-338; Thomas, 248-249; Sheldon, 291- 
295; Swinton, 234-235; Ridpath (G. E.), 291-292, (A. E. ) 40^: 
Egglestou, 294-295; Johnston, 266; Higginson, 280; Chambers, 
354-355; Cooper, 319-320; Niles, 194-195; Seavey's Goodrich, 
221. 
General: Wilson's Division and Reunion, 165-174; Van Hoist III, 
484-485, 524-526; Johnston's rolitics, 151-154; I.alor's Cy. I, 
552-553; Sciioukr V, 133-157. 160-173, 178-187, 196-213; 
Lossing's Cyclopedia, 1029; Shepard's \'an Buren, see index; 
Egglcston's' Household, 29S-299; Bryant IV, 391-394; Coffin's 
Building the Nation, 387-398; Greeley's Am. Conflict I, 203-208; 
Schurz's Clay 11, 315-372; Andrews 11, 30-37. 



WHIG SUPREMACY. 121 

IV. The Fugitive Slave Law of 1850. 

1. Constitutional provisions for such a law, 

see Constitution, Art. IV, Sec. 2, ^ 3. 

2. Review fugitive slave laws of 1787 and 

1793. 

3. Provisions of this law. 

4. Reasons for opposing this law. 

5. Its opposition in the North — The under- 

ground railroad. 

6. Was this law a good or bad thing for the 
South? 

7. Effects. 

REF. — School Histories: Montgomery, 268; Eggleston, 294-295; Higgin- 
son, 281; Johnston, 267; Sheldon, 291-298; Thomas, 249-250; 
Niles, 195; Chambers, 356; Cooper, 320-321. 
General: Lossing's Cyclopedia, 551-552; Bryant IV, 395-396; Cof- 
fin's Building the Nation, 394, 399-406; Greeley's Am. Conflict 
I, 210-219; Lalor's Cy. II, 316-317; Schouler V, 199, 204-208; 
Schurz's Clay II, 369-372; Wilson's Division and Reunion, 174- 
178; Andrews II, 8-9, 35-37; Judson's Growth of Am. Nation, 
293-294. 

V. "Uncle Tom's Cabin." 

1. Its author. 

2. Character of book. 

3. Effect. 

Ref. — School Histories: Montgomery, 26S-269; Fiske, 339; Thomas, 
255-256; Eegleston, 296. 
General: Coffin's Building the Nation, 397-398; vSchouler V, 247; 
Van Hoist IV, 237-243; Wilson's Division and Reunion, 181. 

VI. The election of 1852. 

1. Parties and issues. 

2. The result and its significance. 



122 SLAVKRY AND STATE RIGHTS. 

Ref.— School Histories: Johnston, 269; Fiske, 338; Thomas, 253-254; 
Montj,'oiiiery, 269-270. 
General: Bryant IV, 402-403; Johnston's Politics, 156; Schouler 
V, 239-242,' 249-250; Slaiuvood's Presidential Elections, 17S-191; 
VanHolst IV, 154-164, 167-172, 225-231; Wilson's Division and 
Reunion, 178-179. 



VII. Pierce President, 1853-1857. 

Democratic Supremacy, 1853; — 1861. 
1. Biography. 

Ref. — School Ili.stories: Barnes, 194, Note; Montgomery, 270, Note, i; 
Johnston, 271; Cooper, 322; Frost's Pres. of the U. S., 393-404. 

VIII. World\s Fair in New York, 1853. 

Ref.— School Histories: Montgomery, 269; Thomas, 254; Cooper, 326. 

IX. The Gadsden Purchase. 

1. What did it include? 

2. Price paid. 

3. Why made? 

Ref.— School Histories: Anderson, 285; Johnston, 259; Thomas, 241, 
Note i; Swinton, 235-236; Higginson, 2S4; Montgomery, 270, 
Note; Sheldon, 371. 

General: Schouler V, 296; Van Hoist V, 6-9; Wilson's Division 
and Reunion, 189. 

X. First treaty with Japan, 1853-54. 

1 . By whom made. 

2. Nature and importance of. 

3. Resnlts. 

Ref. — School Histories: Barnes, 195; Montgomery, 271; Johnston, 273; 
Thomas, 255; Cooper, 326. 

General: Haswell's Treaties and Conventions. 597-599; Lalor's 
Cy. II, 632; Schouler V. 255, 314. 



DEMOCRATIC SUPREMACY. 123 

XI. The Kansas-Nebraska Bill, 1854. 

1. Nature of and purpose. 

2. New doctrine involved. 

3. Its relation to compromises of 1820 and 

1850. 

4. Effects. 

Ref. — School Histories: Barnes, 194-195; Montgomery, 271-272; Ander- 
son, 286; Johnston, 275; Fiske, 340-342; Thomas, 256; Sheldon, 
299-300; Swinton, 23b; Ridpath (G. E.), 295-296; (A. E.^l 406; 
Eggleston, 29S-299; Niles, 196; Seavey's Goodrich, 222-223; 
Cooper, 322-325; Chambers, 356; Higginson, 282. 
General: Bryant IV, 405-40S; Greeley's Am. Conflict I, 235-251; 
Van Hoist IV, 290-324; Johnston's Politics, 158-159; Schouler V, 
280-284, 2S5-289, 315-342; Schurz's Clay II, 373-405; Wilson's 
Division and Reunion, 182-193; vSpring's Kansas, 2-14; Eggles- 
ton's Household, 301; Lalor's Cyclopedia II, 667-670; Andrews 
II, 38-47; Judson's Growth of Am. Nation, 302-303. 

XII. The Ostend Manifesto. 

Ref. — School Histories: Johnston, 273; Fiske, 340; Thomas, 259; 
Eggleston, 300, Note. 
General: Greeley's Am. Conflict I, 273-276; Lalor III, 36; Schou- 
ler V, 312-315; Van Hoist, 36-50; Wilson's Division and Re- 
union, 185-186; Andrews II, 58. 

XIII. The Struggle for Kansas. 

1. Character of the struggle. 

2. Results. 

Ref. — School Histories: Montgomery, 272-273; Johnston, 276-277; 
Fiske, 343; Thomas, 260-263; Sheldon, 300-303; Higginson, 282- 
284; Cooper, 329-331. 

General: Bryant IV, 408-416; Coffin's Building the Nation, 407- 
414; Greeley's Am. Conflict I, 235-241, 243-245; Lalor's Cyclo- 
pedia II, 665-666; Schouler V, 320-333; Spring's Kansas, 23-62; 
Van Hoist V, 145-185; Wilson's Division and Reunion, 185-186.' 

XIV. Rise of the Republican party. 

1. Origin and principles of the Republican 
party. 



124 SLAVERY AND STATE RIGHTS. 

2. Made up from what other parties. 

3. Its rapid growth. 

Ref.— School Histories: Fiske, 342-343; Eggleston, 299; Higginson, 
279-285; Johnston, 275-276; Montgomen-, 273, Note i; Sheldon, 
300-371 ; Thomas, 263; Cooper, 325. 
General: Wilson's Division and Rernion, 188; Van Hoist V, 130- 
133; Hrvant IV, 421; Greeley's Am. Conflict J, 246-247; Lalor's 
Cy. in', 597-598; Schouler'V, 203-304; 349-35^; Andrews II, 
57-65- 

XV. Election of 1856. 

1. Parties and platforms of each. 

2. Results and its significance. 

Ref. — School Histories: Barnes, 195; Anderson, 295; Johnston, 278; 
Fiske, 344; Thomas, 264; Eggleston, 300; Higginson, 285-286; 
Montgomery, 275; Seavey's Goodrich, 223. 
General: Bryant IV, 421-424; Greeley's Am. Conflict 1,245-248; 
Johnston's'Politics, 166-169; Lalor's Cyclopedia I, 310, II, 58; 
Schonler V, 351-357; .Stanwood's Pres. Elections, 192-213; Van 
Hoist V, 436, 455-467; Wilson's Division and Reunion, 190-193; 
Judsou's Growth of Am. Nation, 304. 

XVI. Buchanan President, 1857-1861. 
1. Biography. 

Ref.— School Histories; Barnes, 196, Note; Montgomery, 275, Note i; 
Johnston, 280; Thomas, 265-266; Cooper, 327; Frost's Pres. of the 

u. s., 405-426. 

XVII. The Dred Scott Decision. 

1. Nature of the case. 

2. Purpose of the decision. 

3. Its relation to the Missouri Compromise 

and the Kansas trouble. 

4. Effects. 

Ref.— School Histories; Barnes, 196. Note; Montgomery', 275-276; An- 
derson; 295; Johnston, 287-288; Fiske, 346-347; Thomas, 264-265; 
Swinton, 242; Eggleston, 301; Ridpath ^G. E.), 298; (A. E.), 
410; Chambers, 355; Niles, 198; Cooper, 327-328. 



DEMOCRATIC SUPREMACY. 125 

General: Wilson's Division and Reunion, 197-199; Draper's Civil 
War 1, 336, 407-40S; Van Hoist VI, 25-46; Johnston's Politics, 
170-172; Scouler V, 377-3S2; Lossing's Cy., 406; Lalor's Cy. I, 
838-841; Eggleston's Household, 304; Bryant IV, 347, 424-425; 
Greeley's Am. Conflict I, 251-264.; Judson's Growth of Am. 
Nation, 304-306; Andrews II, 44-46, 61. 

XVIII. The Business Panic of 1857. 

Cause and Nature of. 

REF. — School Histories: Montgomery, 276; Johnston, 280; Cooper, 329. 
General: Schouler V, 363-364, 386-389; Taussig's Tariff History, 
115-116, 157; Van Hoist, 99, 116-120, 124-125; Wilson's Division 
and Reunion, 196-197; Judson's Growth of Am. Nation, 306. 

XIX. Discovery of Gold, Silver, Petroleum and 

Natural Gas, 1858-1859. 

1. Give an account. 

2. Show how related to the development of 

the country. 

REF. — School Histories: Montgomery, 277-278; Thomas, 267; Cooper, 
331. 

XX. The Lincoln and Douglas Debate. 

1 . Cause of the debate. 

2. The debate. 

3. Effect. 

Ref. — School Histories: Fiske, 347-349; Cooper, 329-331. 

General: Wilson's Division and Reunion, 201-202; Schouler V, 
410-416; Van Hoist VI, 286-296; Lalor's Cy. II, 770; Morse's 
lyincoln I, 111-160; Nicolay & Hay's Lincoln II, 135-155. 

XXI. John Brown's Raid. 

1. Brown in Kansas. 

2. His purpose and plans. 

3. His raid at Harper's Ferry. 

4. Result. 



126 DEMOCRATIC SUPREMACY. 

5. Significance of this event. 

REF. — Schcol Histories: Barnes, 197; Anderson, 296; Montgomery, 278; 
Johnston, 301; Fiske, 349; Thomas, 268; Sheldon, 304-308; 
Eggleston, 301; Ridpath (A. E.) 410; Cooper, 332; Niles, 198; 
Seavej''s Goodrich, 226; Higginson, 286-289. 
General: Spring's Kansas, loo-ioi, 137-141; Draper's Civil War 
I. 525-530; Greeley's Am. Conflict I, 279-299; Van Hoist VH, 
18-60; Lalor's Cy. I, 310, V, 698; Schouler V, 437-447; Wilson's 
Division and Reunion, 202-204; Eggleston's Household, 305; 
Bryant IV, 429-431; Andrews II, 61-62. 

XXII. The election of 1860. 

1. Parties and issues. 

2. Candidates and platforms. 

3. The canvass and election. 

4. Result and its meaning. 

Ref. — School Histories: Barnes, 197; Fiske, 350; Montgomery, 279; 
Johnston, 289-291; Thomas, 263-269; Sheldon, 314-316; Swinton, 
243-244; Eggleston, 301-302; Chambers, 361; Niles, 199-200; 
Cooper, 332-335- 
General: Judson's Growth of Am. Nation, 306-308; Andrews H, 
62-65; Draper's Civil War, 496-506; Greeley's Am. Conflict I, 
309-319, 328-329; Van Hoist VH, 110-249; Johnston's Politics, 
179-180; Lalor's Cy. I, 781-782, H, 59; Schouler V, 454-469; 
Wilson's Division and Reunion, 204-210; Stanwood's Pres. 
Elections, 214-235; Bryant IV, 432-434; Coffin's Building the 
Nation, 468-472; Morse's Lincoln I, 255-295. 



Secession and Civil War, 1860-1865. 

Secession of the Southern States, I80O-I86I. 

1. Meaning of the term "secession." 

2. Origin and growth of the idea. 

3. Previous sentiments of disunion. 

a. In the South. 

b. In the North. 

4. Grounds for secession. 



DEMOCRATIC SUPREMACY. 127 

a. Show how the states became a part 

of the Union. 

b. How did they secede or try to with- 
draw from the Union? 

c. Arguments for secession; arguments 

against secession. 

d. Were all the people in the South in 

favor of secession ? 

e. Why did more people in the South 

believe in the doctrine of State 
Rights than in the North? 

5. Secession of South Carolina. 

a. Cause and motives of secession. 

b. The Carolina convention. 

(1) How called. 

(2) Nature of ordinance passed. 

(3) Object. 

c. Results. 

6. What other states seceded? Why not 
others ? 

7. What course did President Buchanan take 

in regard to secession? 

REF.— School Histories: Barnes, 198-199; Montgomery, 281-283; Ander- 
son, 298; Johnston, 292-295; Fiske, 350-351; Thomas, 269-272; 
Sheldon, 316-321; Ridpath (G. E.). 298-300; Eggleston, 304; 
Scudder, 375-378; Swinton, 244-245; Cooper. 335-34o; Niles, 
200; Chambers, 362-363, 370-374; Higginson, 289. 

General: Wilson's Division and Reunion, 210-215, 239-242; 
Draper's Civil War I, 510-516; Van Hoist VII, 249-259; Lossing's 
Cyclopedia, 1 265-1 266; Lalor's Cyclopedia III, 693-702, 788-800; 
Johnston's Politics, 182-183; Bryant IV, 435-437; Greeley's Am. 



128 SECESSION AND CIVIL WAR. 

Conflict I, 328-351; Morse's Lincoln I, 184-187; Schouler V. 
474-480, 488-490; Nicolay's Outbreak of the Rebellion, 1-16; 
Hart, 133-135- 

II. The Southern Confederacy. 

1 . Its constitution — leading features of. 
2 Seat of government and leading men. 
3. Strength and resources of the Confederacy. 

a. Compare with the Northern States. 

b. Why the difference. 

REF. — School Histories: Fiske, 351; Sheldon, 322-325; Ridpath (G. E.), 
299-300; Thomas, 270-271, 279-2S2; Eggleston, 306; Higginson, 
289-290; Johnston, 293-294. 

General: Wilson's Division and Reunion, 211, 242-246; Bryant 
IV, 440-t4i; Doyle, 339-342; Nicolay's Outlook of the Rebellion, 
37-44; Draper's Civil War I, 528-536; Greeley's Am. Conflict I, 
414-416; Lalor's Cyclopedia I, 566-569, III, 998; Morse's 
Lincoln I, 205-206, Schouler V, 490-492; Cofiin's Drum Beat of 
the Nation, 32-42; Andrews 11,89-94. 

III. Lincoln President, 1861-1865. 

Republican Supremacy, 1861-1885. 

1. Biography. 

2. His inauguration. 

REF. — School Histories: Montgomery's Beginner's History, 197-210; 
Montgomery, 279, Note 2; Barnes, 215, Note; Thomas, 273; 
Eggleston, 354; Sheldon, 362-367; Cooper, 347; Chambers, 419; 
Niles, 199, 200, 204; Johnston, 297. 

General: McClure's Magazine for Nov. and Dec, 1895-1896; 
Nicolay & Hay's Lincoln III, 245-246, 317-318, 342-344; Morse's 
Lincoln; Wilson's Division and Reunion, 216-218; Nicolay's 
Outlook of Rebellion, 45; Coffin's Drumbeat of the Nation, 23- 
37; Draper's Civil War II, 13-17; Greeley's Am. Conflict I, 418- 
428; vSchouler V, 497-498, 501-502; Frost's Pres. of U. S. 427-460. 

IV. The Civil War, 1861-1865. 

1 . Causes. 



REPUBLICAN SUPREMACY. 129 

a. Remote and fundamental. 

b. Immediate. 

Ref.— School Histories: Fiske, 280, 282-284, 352-355; Eggleston, 304; 
Scudder, 369-374, Swintou, 240-243; Ridpath (G. E-). 303-306; 
Cooper, 340. 
General: Andrews II, 75-83; Doyle, 326-327. 

2. Principal events of 1861. 

a. Fall of Fort Sumpter. 

(1) Location and importance. 

(2) Give the account. 

(3) Effect on the North; on the 
South. 

Rkf. — School Histories: Barnes, 215-217; Montgomery, 2S6-2S8; Eg- 
gleston, 306-307; Scudder, 379-3S3; Sheldon, 325-330; Swinton, 
246-249; Ridpath (G. E.), 301-302; Anderson, 299-302; Johnston, 
295-299; Thomas, 272-278, Fiske, 355-356; Higginson, 290-291; 
Cooper, 348-350; Niles, 206-207; Chambers, 365-367. 
General: Wilson's Division and Reunion, 218-219; Eggleston's 
Household, 308-309; Do)'le, 342-346; Nicolay's Outlook of the 
Rebellion, 56-68; Bryant IV, 442-447; Coffin's Drumbeat of the 
Nation, 44-47; Draper's Civil War II, 58-64; Greeley's Am. 
Conflict I, 440-447; Nicolay & Hay's Lincoln IV, 49-63; Comte 
de Pans I, 138-139. 

b. The blockade — purpose. 

Ref. — School Histories: Barnes, 222; Scudder, 387; Anderson, 305-307; 
Thomas, 279; Cooper, 352-353; Niles, 207-208. 

c. Battle of Bull Run. 

(1) Cause. 

(2) L/Ocate and describe. 

(3) Effect on the South; on the 
North. 

(4) Decide the importance of this 
battle. 



130 SECESSION AND CIVIL WAR. 

Ref. — vSchool Histories: Barnes, 218-220; Moutgoniery, 292-293; Eggles- 
ton, 310; .Scudder, 3S4; Shuldon, 331; Swiiiton, 251-252; Rulpath 
(G. K.), 307-308; Auderson, 303-304; Johnslou, 304; Thouias, 2S2- 
2S4; Fiske, 357-35S; Higginsoii, 296-297; Nilcs, 209; Cooper, 353- 
355; Seavey's Goodrich, 243-246; Chambers, 370-373. 
General: Doyle, 347-352; Nicolay's Outlook of Rebellion, 181- 
196; Hale's Stories of War, 6—; Bryant IV, 451-454; Coffin's 
Urunibeat, 86-103; Draper's Civil War, 114-130; Greeley's Am. 
Conflict, I, 539-547; Lossiug's Cy. I, 584-608; Morse's Lincoln 

I, 298-302; Nicolay and Hay's Lincoln IV, 343-357; Andrews 

II, 110-114; Comte de Paris I, 231-256; Dodge's Birds-Elye 
View of our Civil War, 16-21. 

d. Union Plan of the War. 

(1) To capture Richmond. 

(2) To open the Mississippi to the 
sea. 

(3) To maintain a close blockade of 
the Southern ports. 

Rei".— School Histories: Niles, 215; Thomas, 2S4; Barnes, 223; Mont- 
gomery, 294; Cooper, 351-353- 
General: Andrew II, 117. 

e. The War in Missouri. 

(1) Object. 

(2) Describe. 

(3) Results. 

Ref.— School Histories: Barnes, 221; Eggleston, 312-315; Anderson, 
304; Johnston, 305; Swintou, 253; Fiske, 357-358; Niles, 212; 
Cooper, 355; Seavey's Goodrich, 24S-249. 
General: Piggleston's Household, 315; Nicolay's Outlook of Re- 
bellion, 115; Bryant IV, 454-457; Greeley's Am. Conflict, Chap. 
XXXV; Coffin's Drumbeat of the Nation, 107-114. 

f. The Mason and Slidell or Trent 

Affair. 

Rep. —School Histories: Barnes, 222; Montgomery, 294; Scudder, 388; 
Swinton, 254-255; Ridpath (G. E.), 3'o; Anderson, 307; Thomas, 
2S5-286; Fiske, 35S; l':ggle.ston, 3.50-351; Iliggin.son, 297-298; 
Joiinston, 306; Chambers, 417; Cooper, 356-357; Niles, 215. 



REPUBLICAN SUPREMACY. 131 

General: Wilson's Division and Reunion, 221-222; Bryant IV, 
459-461; Draper's Civil War II, 540-546; Greeley's Am. Conflict 
I, 606-608; Lalor's Cy. Ill, 949; Morse's Lincoln I, 380-387; 
Nicolay and Hay's Lincoln V, 21-41; Porter's Naval History of 
Civil War, 63-74; Andrews II, 184; Comte de Paris I, 464-472; 
Soley's Blockade and Cruisers, 177-180. 

3. Principal events of 1862. 

a. Condition of affairs in the North and 

South. 

b. War in the West. 

(1) Object. 

(2) Centers of conflict. 

(3) Leaders and principal battles. 

(4) Results. 

REF. — School Histories: Barnes, 224-230; Montgomery, 296-298; Scudder, 
390-391; Swinton, 257; Anderson, 308-310; Johnston, 307; 
Thomas, 286-288; Eggleston, 312, 314-315, 331; Higginson, 302; 
Niles, 217-219; Cooper, 357-360. 

General: Wilson's Division and Reunion, 223-224; Eggleston's 
Household, 316, 318; Doyle, 353-357; Bryant IV, 515-518, 522- 
525. 531, 534; Coffin's Drumbeat, 136-157, 196-217, 359-363, 420- 
433; Draper's Civil War II, 262-271, 284-302, 357, 360-365; 
Greeley's Am. Conflict II, 45-51, 58-71, 217-222, 270-282; 
Nicolay and Hay's Lincoln V, 120-122, 185-200, 303-335, VI, 
273-296; Andrews II, 11 7-1 22; Comte de Paris I, 481-497, 538- 
555, II, 381-394, 500-534; Force's From Ft. Henry to Corinth, 
28-32, 33-60, 122-181. 

c. Battle between the Monitor and Mer- 

rimac. 

(1) Place — "Hampton Roads." 

(2) Describe the construction of each 
vessel. 

(3) The battle — advantages of each 
vessel. 

(4) Importance of this fight. 



132 SECESSION AND CIVIL WAR. 

Ref.— School Histories: Barnes, 233-235; Montgomery, 295-296; 
Scudder, 392-396; Sheldon, 335-338; Swinton, 260-266; Ridpath 
(G. E.), 343. Anderson, 310-31 1; Johnston, 31 1-314; Thomas, 
289-290; inske, 359-361; Eggleston, 324-325; Cooper, 362-363; 
Niles, 220-221; Seavey's Goodrich, 264-266; Chambers, 396. 
General: Lossing's Story of U. S. Navy, 315-321; Soley's Block, 
ade and Cruisers, 52-58, 61-68; Lossing's Cy. 91-92; Wilson's 
Division and Reunion, 229; Anderson's U. S. Reader, 353; 
Eggleston's Household, 323-325; Doyle, 359; Bryant IV, 464-465; 
Coffin's Drumbeat, 165-172; Draper's Civil War H, 418-425; 
Greeley's Am. Conflict II, 116-119; Melay's History of the 
Navy, II 282-324; Nicolay and Hay's Lincoln V, 218-238; 
Andrews H, 176-177; Comtede Paris I 595-608; Soley's Blockade 
and Cruisers, 47-78. 

d. Capture of New Orleans. 

(1) Importance of this city to the 
South. 

(2) How defended. 

(3) By whom and how taken? 

(4) Relation of this capture to the 
Union plan. 

(5) Results. 

Ref. — School Histories: Barnes, 230-231, Montgomery, 299-300; Shel- 
don, 338; Johnston, 315-316; Fiske, 364;Thomas, 290; Eggleston, 
326; Higginson, 303-304, Cooper, 361; Niles, 219; Seavey's Good- 
rich, 260-261. 
General: Eggleston's Household, 326; Doyle, 357-358; Draper's 
Civil War II, 327-341; Greeley's Am. Conflict II, 81-101; 
Nicolay and Hay's Lincoln V, 252-272; Porter's Naval History, 
175-188; Wilson's Division and Reunion, 224; Bryant IV, 526- 
530; Coffin's Drumbeat, 218-225; Andrews II, 123-125; Comte de 
Paris II, 153-173- 

e. McClellan's Peninsular Campaign. 

(1) Locate and describe the penin- 
sula. 

(2) Object of campaign. 

(3) Principal events of this cam- 
paign. 



REPUBI.ICAN SUPREMACY. 133 

(4) Results. 

REF. — School Histories: Barnes, 235-240; Montgomery, 301-312; 
Eggleston, 318-319; Scudder, 394-397; Swinton, 261-263; Rid- 
path (G. E.)- 316-318; Anderson, 311-314; Johnston, 319-321; 
Thomas, 290-291; Fiske, 365; Cooper, 363-366; Niles, 221-223; 
Seavey's Goodrich, 266-272; Higginson, 298-299. 

General: Hale's Stories of War, 30-36; "Wilson's Division and 
Reunion, 224; Eggleston's Household, 319; Doyle, 360-363; 
Bryant IV, 467-491; Coffin's Drumbeat, 236-276; Draper's Civil 
War II, 378-389, 397-417; Greeley's Am. Conflict II, 140-169; 
Morse's Lincoln II, 37-66; Nicolay and Hay's Lincoln V, 358- 
391, 413-441; Webb, The Peninsula, 35-82; 93-167; Andrews II, 
144-148; Comte de Paris II, 6-28, 52-72, 85-104, 107-148. 

f. Lee's first attempt to invade the North. 

(1) His object. 

(2) Battles fought. 

(3) Results. 

Ref. — School Histories: Barnes, 240-242; Montgomery, 303; Eggleston, 
320; Swinton, 263-265; Ridpath (G. E.), 318; Anderson, 313-314; 
Johnston, 317, 321-322; Thomas, 291-293; Niles, 223-224; Cooper, 
366-367; Higginson, 298-300. 

General: Doyle, 306; Bryant IV, 492-498; Coffin's Drumbeat, 278- 
333; Draper's Civil War II, 430-445, 451-466; Greeley's Am. Con- 
flict II, 172-189, 193-212; Morse's Lincoln II, 74-80, 83-87; 
Nicolay & Hay's Lincoln VI, 1-21, 131-146; Wilson's Division 
and Reunion, 225-226; Andrews II, 145-148; Comte de Paris II, 
309-325, 331-359; Palfry's Antietam and Fredericksburg, 42-135. 

g. The Emancipation Proclamation. 

(1) Nature of the proclamation. 

(2) Cause and purpose. 

(3) By what authority was it de- 
clared ? 

(4) Did it free the slaves in all the 
States? 



134 SECESSION AND CIVIL WAR. 

(5) Effect on the war at Home, 
Abroad. 

Ref. — School Histories: Montgomer)-, 304-305; Thomas, 294-296; Scud- 
der, 398-400; Sheldon, 340-342; Ridpath (G. E.), 320; Anderson, 
315; Johnston, 223; Fiske, 371; Egglestou, 325-326; Higginson, 
304-305; Cooper, 367-368; Niles, 227-228; Seavey's Goodrich, 
275- 
General: Wilson's Division and Reunion, 226-227; Lossing's Cy., 
432; Doyle, 367; Bryant IV, 504, 533-544; Coffin's Drumbeat, 
458-459; Draper's Civil War II, 601-614; Greeley's Am. Conflict 
II, 252-256; Morse's Lincoln II, 130-133; Nicolay and Hay's Lin- 
coln VI, 147, 161-162, 169, 171, 399-430; SchoulerVI; Andrews 
II, 50, 190-192; Comte de Paris II, 739, 743-747. 

4. Principal events of 18()3. 

a. Lee's Second Invasion of the North. 

(1) His object. 

(2) Battle of Gettey.sbnrg. 

(a) Time and place. 

(b) The battle. 

(c) Results. 

(d) Why is this regarded a 
decisive battle? 

REF. — School Ili-storios: Barnes, 251-254; Montgomery, 306-307; Kg- 
gleston, 321; vScudder, 401; vSheldon, 345-346; Swinton, 268 269; 
Anderson, 316; Ridpath (G. K.^, 325; John.ston, 326-328; Tlionuis, 
293-299; I'iske, 373; Higginson, 306-307; Seavey's Goodrich, 
283-284; Niles, 229-232; Cooper, 371-372. 
General: Eggleston's Household, 322; Doyle, 364; Hale's Stories 
of War, 119; Drake's Battle of Gettysburg; I)ouble<lay's Gettys- 
burg, 117 210; Bryant IV, 551-557; Draper's Civil War III, 136- 
152; Greeley's Am. Conflict II, 375-389; Morse's Lincoln II, 146- 
149; Nicolay & Hay's Lincoln VII, 197-281; Wilson's Division 
and Reunion, 230; Andrews II, 154-157; Comte de Paris III, 538- 
694. 



b. Opening of the Mississippi River. 
(1) Review purpose and plan. 



REPUBLICAN SUPREMACY. 135 

(2) What had been accomplished 
up to this time ? 

(3) Capture of Vicksburg by Grant. 

(4) Effect. 

REF. — School Histories: Barnes, 244; Montgomery, 307-310; Scudder, 
401; Sheldon, 349-350; Swinton, 269-271; Ridpath (G. E.). 321; 
Anderson, 317; Johnston, 329-330; Thomas, 297, 299-300; Fiske, 
372-374; Seavey's Goodrich, 279-281; Cooper, 373-374; Niles, 
232-233; Higginson, 307-308. 
General: Eggleston's Household, 327-328^ Greene's "The Mis- 
sissippi," 135-233; Bryant IV, 557-559; Draper's Civil War III, 
25-56; Greeley's Am. Conflict II, 286-316; Morse's Lincoln II, 
157-162; Nicolay"& Hay's Lincoln VII, 282-327; Wilson's 
Division and Reunion, 230-231; Andrews II, 125-129; Comte de 
Paris III, 349-402. 

c. War in the West — Tennessee. 

(1) Morgan's Raid — purpose — re- 
sult. 

(2) Battle of Chicamauga. 

(3) Battle of Chattanooga. 

(4) Battle of Lookout Mt. and 
Missionary Ridge. 

(5) Effect of these battles. 

REF. — School Histories: Barnes, 246-250; Sheldon, 346-348; Swinton, 
371-372; Anderson, 317; Johnston, 331-332; Fiske, 375; Eggles- 
ton, 331, 333-334; Higginson, 308-309; Sheldon, 346-348; Niles, 
233-234; Cooper, 375-376; Thomas, 300-301; Montgomery, 310- 
311. 
General: Wilson's Division and Reunion, 231; Eggleston's House- 
hold, 329-332; Bryant IV, 561-565; Draper's Civil War III, 67- 
74, 75-97; Greeley's Am. Conflict II, 408-426, 434-447; Morse's 
Lincoln II, 165-167; Nicolay & Hay's Lincoln VIII, 75-108; 
121-157; Schouler VI; Andrews II, 131-136; Cist's Army of the 
Cumberland, 193-229, 243-262; Comte de Paris IV, 102-131, 134- 
178, 253-279. 

d. Conscription, North and South, 1862- 

1863, 



136 SECESSION AND CIVIL WAR. 

(1) Nature of the Conscription Act. 

(2) Opposition to — Draft riots. 

(3) Results. 

Ref. — School Histories: Montgomery, 310; Seavey's Goodrich, 286; 
Niles, 228; Cooper, 374; Thomas, 303-304; Johnston, 337. 
General: Wilson's Division and Reunion, 22S; Greeley's Am. 
Conflict II, 487, 501-508; Bryant IV, 559-560; Draper's Civil 
War III, 437, 442-445; l.alor's Cy. I, 836-837; Morse's Lincoln 
II, 194-199; Nicolay & Hay's Lincoln VII, 3-26; Comte de 
Paris III, 407-412. 

e. Expenses of the War. 

(1) Condition of the treasury at the 
beginning of the war. 

(2) How was money raised for the 
expenses of the government up 
to 1861 ? 

(3) ]\Ieans used by Congress for 
rasing revenue during the Avar. 

(4) The National Bank Act. 

(5) Expenses in the North during 
the war. 

(6) Financial condition of the South , 
18o2-18b5. 

Ref.— School Histories: Eggleston, 352; John.ston, 324; Thomas, 304, 
306-307. 
General: Draper's Civil War II, 564-574, III, 491-492; Lalor's 
Cyclopedia I, 215, 217; Nicolay & Hay's Lincoln VI, 230-237, 
242-247; Wilson's Division and Reunion, 232-233; Andrews 
II, 186-189; Comte de Paris III, 412-418. 

5. Principal events of 1864. 

a. Grant made Lieutenant-General. 

b. Plan of campaign for 1864. 



REPUBI.ICAN SUPREMACY. 137 

REF. — School Histories: Eggleston, 334; Fiske, 378; Higginson, 311; 
Johnston, 338, Montgomery, 311; Thomas, 311; Sheldon, 354; 
Cooper, 378-379; Niles, 236; Barnes, 255; Seavey's Goodrich, 
290. 

General: Bryant IV, 569-570; Draper's Civil War III, 259-262; 
Greeley's American Conflict II, 562-564; Morse's Lincoln II, 
277-278; Wilson's Division and Reunion, 234; Andrews II, 136- 
137. 158. 

c. Gen. Grant in Virginia. 

(1) His plan to capture Richmond. 

(2) Strength of Grant's and Lee's 
armies. 

(3) Leading events in the Virginia 
campaign. 

(a) Battles of the Wilderness, 
Spottsylvania and Cold 
Harbor. 

(b) Early and Sheridan in 
the Shenandoah Valley — 
purpose^ — result. 

(c) Siege of Petersburg. 

Fee. — School Histories: Barnes, 260-265; Thomas, 311-315; Mont- 
gomery, 31 1-316; Eggleston, 337-342; Scudder, 403; Swinton, 
273-276; Ridpath (G. E.), 334-336; Anderson, 320-321; Johnston, 
339-342; Fiske, 378-380; Higginson, 311-312; Sheldon, 358-361; 
Cooper, 379-382; Seavey's Goodrich, 289-296. 

General: Humphrey's Virginia Campaign of '64 and '65, 18-1 18, 182- 
193; Wilson's Division and Reunion, 233-235; Eggleston's House- 
hold, 334-341; Dovle, 374; Anderson's U. S. Reader, 366-368; Bry- 
ant IV, 572-579. 587-594; Draper's Civil War III, 368-389, 394-405, 
414-419; Greeley's American Conflict II, 566-574, 577-598. 607- 
615; Morse's Lincoln II, 279-282; Nicolay & Hay's Lincoln 
VIII, 352-391. 406-435, IX, 291-331; Andrews II, 158-164; Pond's 
Shenandoah Valley, 11 1-242. 

d. Sherman's campaigns. 



138 SECESSION AND CIVIL WAR. 

(1) Capture of Atlanta. Its im- 
portance. 

(2) Hood in Tennessee — purpose — 
result. 

(3) The march from Atlanta to the 
sea — purpose — result. 

Ref. — School Histories: Barnes, 256-259; Montgomery, 316-319; Eg- 
gleston, 345-347; Sciulder, 405-406; Swinton, 27S; Ridpath (G. 
E.). 328-330; Anderson, 324; Johnston, 343-347; Thomas, 315- 
317; Fiske, 3S0-381; Higginson, 315; Sheldon, 355-356; Seavey's 
Goodrich, 296-306; Cooper, 382-384; Niles, 236-237. 

General: Wilson's Division and Reunion, 235; Los.sing's Cyclo- 
pedia, 77; Eggleston's Household, 342-344; Doyle, 375-378; 
Cox's Atlanta, 35-48, 70-88, 1 16-129, 163-187, 198-210; Cox's 
March to the Sea, 21-61, 81-136; Hale's Stories of the War, 
188; Bryant IV, 579-586; Draper's Civil War III, 265-339, 343- 
357; Greeley's American Conflict II, 625-633, 637-641, 689-695; 
Andrews II, 133-141. 

e. The Confederate Cruisers. 

(1) Capture of the Alabama by 
the Kearsage. 

(2) The taking of Mobile Bay by 
Farragut. 

Ref.— School Histories: Barnes, 268; Anderson, 322; Ridpath (G. E.), 
333; Johnston, 350; Thomas 301-302, 318-319; Montgomery, 317: 
Eggleston, 351-352; Fiske, 359, 380; Higginson, 311-313; Niles, 
240-241; Cooper, 384-385. 

General: Eggleston's Household, 347; Dojle, 373; Bryant IV, 
589; Draper's Civil War III, 188-203; Greeley's Am. Conflict 
II, 641-649; Nicolay & Hay's Lincoln IX, 128-153; Andrews II, 
181-182; Soley's Blockade and Cruisers, 150, 190-195, 206-212. 

f. Presidential Election, 18b4. 

(1) Parties and Platforms. 

(2) Results-. 



REPUBLICAN SUPREMACY. 139 

Ref. — School Histories: Eggleston; 353; Fiske, 381; Johnston, 352; 
Thomas, 321-322; Cooper, 385. 
General: Draper's Civil War III, 470-476; Greeley's American 
Conflict II, 658-660; 669-672; Johnston's Politics, 193-194; 
Morse's Lincoln, 286-295; Stanwood's Presidential Elections, 
236-252; Wilson's Division and Reunion, 236-237. ' 

6. Conclusion of the war, 1865. 

a. Battles fought around Richmond. 

b. Lee's surrender. Conditions of his 
army. Terms and manner of 
surrender. 

Ref. — School Histories: Barnes, 274; Montgomery, 321; Sheldon, 359- 
361; Swinton, 280-283; Anderson, 325; Johnston, 354-366; 
Thomas, 325-326; Fiske, 382-383; Cooper, 387; Niles, 244; 
Seavey's Goodrich, 307-308; Higginson, 316-318. 
General: Eggleston's Household, 345; Doyle, 382-3S4; Hale's 
Stories of War, 226-261; Bryant IV, 596-598; Draper's Civil 
War III, 560-597; Greeley's American Conflict II, 726-745; 
Morse's Lincoln II, 337-340; Wilson's Division and Reunion, 
237-238. 

c. Assassination of President Lincoln. 

(1) Give the account. 

(2) Character of Lincoln and his 
services to the Nation. 

Ref.— School Histories; Barnes, 275-276; Scudder, 400-410; Anderson, 
326-327; Ridpath (G. E.i, 337-338; Johnston, 357-358, Thomas, 
326; Fiske, 383; Eggleston, 354-355; Higginson, 322-323; Shel- 
don, 362, 365-367; Seavey's Goodrich, 308-309; Niles, 244-245; 
Cooper, 387-388; Chambers, 418; 
General: Eggleston's Household, 350-351; Doyle, 384; Bryant IV, 
599; Draper's Civil War III, 626-630; Greeley's Am. Conflict, 
746-750; Morse's Lincoln II, 342-350, 354-358; Nicolay and 
Hay's Lincoln X, 286-313, 381-356; Wilson's Division and Re- 
union, 238, 216-217. 

d. Disbanding of the armies. 

Ref.— School Histories: Higginson, 323-324; Montgomer}', 324-325; 
Johnston, 365-366; Sheldon, 368-369; Barnes, 281. 



140 RECONSTRX-CTION. 

General: Draper's Civil War III, 630-634; Greeley's Am. Conflict 

n, 758-759- 

7. Cost and effect of the war. 

a. In the North, 

b. In the South. 

Ref.— School Histories: Fiske, 393; Hig<;inson, 318; Johnston, 361; 
Thomas, 328-329; Cooper, 390; Barnes, 275; Seavey's Goodrich, 
311-312; Niles, 246-247; Swinton, 2S7; Eggleston, 352-353. 
General: Draper's Civil War III, 646-647; Greeley's Am. Conflict 
II, 759-760; Wilson's Division and Reunion, 252. 

What the war settled. 

Ref. — School Plistories: Montgomery, 326; Thomas, 330; Niles; 246; 
Cooper, 390-392; Eggleston's Household, 352-353. 



Reconstruction. 



I. Johnson President, 1865-1876. 

1. Biography. 

Ref. — School Histories: Barnes, 281, Note; Montgomery, 321; Johnston, 
365; Thomas, 331-332; Cooper, 397; Frost's Pres. of the U. S., 

461-474. 

II. Reconstruction of the South. 

1. Meaning of the term reconstruction. 

2. Provisional governments established. 

3. Adoption of the Thirteenth Amendment 

— Its nature — Wh}' necessary? 

Note. — If the Southern States did not have regular and legitimate 
governments was this amendment valid ? 

4. Were the seceded States out of the Union? 

5. Pres. Lincoln's views and policy. 



REPUBI,ICAN SUPREMACY. 141 

6. Pres. Johnson's plan — compare with Lin- 
coln's idea. 

7. The Congressional plan. 

8. Fourteenth Amendment. 

9. Reconstruction Acts of Congress. 

a. Nature of. 

b. Results 

Ref. — School Histories: Barnes, 282-283; Montgomery, 327-328; John- 
ston, 367-371; Thomas, 332-335; Fiske, 393-394; Scudder, 411- 
414; Sheldon, 376-379; Swinton, 288-290; Anderson, 328; Cooper, 
397-399; Chambers, 418-420; Seavey's Goodrich, 314-315; Niles, 
255-257- 
General: Wilson's Division and Reunion, 254-270; Johnston's Poli- 
tics, 196-207; Lalor's Cyclopedia III, 543-544, 55i- 554-556, I, 
608; Judson's Growth of the Am. Nation, 321-325; Andrews II, 
194-202. 

III. Impeachment of the president. 

1. Cause. 

2. Result. 

Ref. — School Histories: Barnes, 284; Montgomery, 329; Swinton, 291; 
Johnston, 372-373; Thomas, 336; Anderson, 329; Eggleston, 360; 
Higginson, 325. 
General: Wilson's Division and Reunion, 270-271; Johnston's 
Politics, 205-206; Lalor's Cyclopedia II, 482-484; Andrews II, 
201-202. 

IV. The Atlantic Cable. 

1. By whom planned. 

2o Laying of the first cable. 

3. Its Importance. 

Ref. — School Histories: Barnes, 285; Montgomery, 330-331; Anderson, 
328; Thomas, 338; Johnston, 366; Cooper, 401; Niles, 257. 

General: Andrews II, 71-72. 

V. Purchase of Alaska. 



142 RECONSTRUCTION. 

1. Object. 

2. Importance of. 

3. Review territorial growth of United States. 

Ref. — School Histories: Barnes, 284; Anderson, 329; Montgomery, 331; 
Johnston, 366; Thomas, 396; Eggleston, 366; Fiske, 396; Iliggiu- 
son, 325-326; Cooper, 402; N'iles, 257; Seavey's Goodrich, 317. 
General: Andersons U. S. Reader, 381-383; Haswell's Treaties, 
939-942; Lalor's Cyclopedia I, 98; Wilson's Division ai.d Reunion, 
272. 

VI. Treaty between the United States and China. 

Ref. — School Histories: Thomas, 341; Seavey's Goodrich, 318. 

VII. Election of 1868. 

1. Parties and issues. 

2. Candidates and platforms. 

3. Result. 

Ref. — School Histories: Anderson, 329-330; Eggleston, 360; Fiske, 396; 
Higginson, 326; Johnston, 373; Montgomery, 332, Note 3; 
Thomas, 337; Cooper, 403. 

General: Wilson's Division and Reunion, 271-272; Stanwood's 
Pres. Elections, 256-275. 

VIII. Grant President, 18bO-1877. 
1 . Biography. 

Ref. — School Histories: Barnes, 287; Johnston, 307; Cooper, 404; Eggles- 
ton, 337; Note; Montgomery, 297, Note i; Frost's Pres. of the 
II. S., 475-495- 

IX. Completion of the Pacific Railroad. 

1. Importance of this road. 

2. Its construction — difficulties, etc. 

3. Its relation to a more perfect union. 

4. Results. 

Ref. School Histories: Barnes, 287; Montgomery, 332-336; Johnston 
378; Thomas, 340-341; Sheldon, 397-398; Cooper, 406. 



REPUBLICAN SUPREMACY. 143 

General: Lalor's Cyclopedia II, 572, III, 513-514; Andrews II, 
255, 286. 

X. Treaty of Washington. 

1. Alabama Claims. 

2. The Northwest Boundary. 

3. Fisheries. 

4. Significance of this treaty. 

Ree: — School Histories: Barnes, 339; Sheldon, 379-380; Ridpath (G. 
E.), 345; Anderson, 330-332; Johnston, 375-376; Fiske, 398; 
Higginson, 326-327; Thomas, 345-347; Cooper, 404-405; Niles, 
260; Montgomery, 339, Note 2. 

General: Wilson's Division and Reunion, 278-279; Lossing's 
Cyclopedia, 1418; Haswell's Treaties and Conventions, 478-489; 
Lalor's Cyclopedia II, 331-333. HI, 943; Andrews II, 221-228; 
Judson's Growth of Am. Nation, 331. 

XI. Chicago and Boston fires. 

Ree. — School Histories: Johnston, 378-379; Montgomery, 336; Thomas, 
347-348; Cooper, 406; Niles, 260; Seavey's Goodrich, 320 

XII. Other events of interest. 



1. 

2. 


Amnesty Bill 
Modoc war. 


3. 


Commercial crisis. 


4. 

5. 


Temperance crusade. 
Weather bureau. 


6. 


Credit Mobilier. 


7. 
8. 


"Salary Grab." 
Whiskey Frauds. 


9. 


Resumption Act. 


10. 


Electric light, Mississippi Jetties 



Ree. — School Histories: Johnston, 382-391; Montgomery, 333, 337- 
343; Thomas, 348-353. 354-356, 364; Johnston, 389; Cooper, 404- 
410; Seavey's Goodrich, 322-324; Fiske, 400-401; Barnes, 291- 
295- 



144 The new uxion. 

The New Union, 1876=1896. 

I. Centennial Exhibition. 

Ref. — School Histories: Thomas, 354-355; Cooper, 410; Anderson, 332- 
333; Johnston, 230; Montgomery, 337-33^; Higginson, 330. 
General: Wilson, 286-287. 

II. Presidential Election of 1876. 

1 Parties and issues. 

2. Candidates — results. 

3. Returning Boards. 

4. Electoral Commission. 

Rek. — School Histories: Barnes, 293; Anderson, 336-337; Johnston, 384- 
485; Thomas, 356-359; Cooper, 410-412; I-'iske, 401-403; Higgin- 
son, 331-333- 
General: Stanwood's Pres. Elections, 306-331, Wilson's Division 
and Reunion, 283-285. 

III. Hayes President, 1877-1881. 

1. Biography. 

Ref. — School Histories: Barnes, 295-296; Montgomery, 340, Note; 
Cooper, 415; Thomas, 360-361; Trost'sPres. of the U. S., 497-505. 

IV. The Bland Silver Bill. 

1. Cause and purpose of the bill. 

2. Nature of the bill. 

3. Results. 

Ref.— School Histories: Johnston, 390; Montgomery, 342, Note, 3; 
Thomas, 362,416; Barnes, 295. 
General: Wilson's Division and Reunion, 291-292; Lalor's Cv. 
HI, 602-603. 



V. Specie payments resumed. 



REPUBLICAN SUPREMACY. 145 

REF. — School Histories: Anderson, 338; Fiske, 403; Higginson, 338- 
339; Johnston, 390-391; Montgomery, 342-343; Thomas, 364-365; 
Cooper, 409-410. 
General: Wilson's Division and Reunion, 280-281; Andrews II, 
278. 

VI. Election of 1880. 

1. Parties and issues. 

2. Candidates — results. 

REF. — School Histories: Anderson, 339; Eggleston, 362; Higginson, 
340-341; Johnston, 392; Montgomery, 343; Thomas, 365; Cooper, 
417- 

VII. Garfield and Arthur Presidents, 1881-1885. 

1. Biography. 

Ref. — School Histories: Montgomery, 340, Note i; Cooper, 418; 
Thomas, 365; Barnes, 295; Note; Frost's Pres. of the U. S., 507- 
538. 

2. Assassination of President Garfield. 

Ref. — School Histories: Anderson, 340; Fiske, 406; Higginson, 341- 
342; Johnston, 394; Montgomery, 343; Thomas, 366; Cooper, 419; 
Barnes, 296. 

VIII. Civil Service Act. 

1. Cause. 

2. Changes made. 

3. Effect. 

Ref. — School Histories: Montgomery, 334; Anderson, 346; Thomas, 
367; Fiske, 404-406; Johnston, 394-395; Cooper, 420; Barnes, 297; 
Niles, 266. 

IX. The New South. 

1. Why so called? 

2. Progress made by the South since the 

War. 

3. The outlook for the future. 



146 THE NEW UNION. 

Ref. — School Histories: Montgomery, 346-348; Sheldon, 390-393; 
Thomas, 414. 

X. Other Events of Interest. 

1. Star Route Frauds. 

2. Polar Expeditions. 

3. Law against Polygamy. 

4. Brooklyn Bridge. 

5. Standard Time. 

6. Cotton Exhibition. 

Ref. — School Histories: Cooper, 420-123; Niles, 266; Montgomery, 
344-349; Fiske, 405; Thomas, 367-372. 

XL Election of 1884. 

1. Parties and issues.- 

2. Candidates — results. 

Ref. — School Histories: Anderson, 341; Eggleston, 363; Fiske, 406; 
Higginson, 343; Johnston, 396-397; Montgomery, 349; Thomas, 
373-374- 
General: Stan wood, 384-411; Wilson, 289. 

XII. Cleveland President, 1885-1889. 

Democratic Supremacy 1885-1889. 

1 . Biography. 

Ref. — School Histories: Thomas, 374; Montgomery, 349, Note i; 
Cooper, 424; Barnes, 297, Note; Frost's Pres. of the U. S., 539- 

547- 

2. Principal Events. 

1. Act for Presidential Succession. 

2. Inter-State Commerce Act. 

3. Chinese Exclusion Act. 

4. Labor Troubles. 

5. Statue of Liberty. 
0. Mill's Bill. 



DEMOCRATIC SUPREMACY. 147 

REF. — School Histories: Cooper, 424-428; Montgomery, 349-355: 
Thomas, 375-380; Johnston, 391, 398-399. 
General: Stanwood, 412-419; Wilson, 294-297. 

XIII. Election of 1888. 

Ref. — School Histories: Johnston, 400; Fiske, 407; Thomas, 381-382; 
Cooper, 428. 
General: Stanwood, 421-439. 

XIV. Harrison President, 1889-1893. 
Republican Supremacy. 

1. Biography. 

Ref. — School Histories: Barnes, 300, Note; Thomas, 382; Montgomery, 
355, Note 3. 

2. Principal events. Make list. 

Ref. — School Histories: Cooper, 429-434; Thomas, 383-392; Mont- 
gomery, 355-359; Fiske, 408-409. 

XV. Election of 1892. 

Ref. — School Histories: Thomas, 392-394; Cooper, 434; Fiske, 409. 

XVI. Cleveland President, 1893-1897. 
Democratic Supremacy. 

1. Principal events. Make list. 

Ref. — School Histories: Cooper, 435-437; Thomas, 395-398; Fiske, 
411. 




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Life Si^e 
Bust Portraits 

^^BMIINBINT MBIN «"^ 
WOMBIN. 



Size of each, 22 x 28. 

Price, each, 25c. or 5 for |i.oo 



Union 
Generals. 

Order bj' Numbers. 

.SIS U. S. Grant 
587 John A. Logan 

601 Winfield Scott 

602 Henry W. Halleck 

603 Frank P. Blair 

604 P. J. Osterhaus 

613 Phil. H. Sheridan 

614 James A. Garfield 

624 Admiral Farragut 

625 Commodore Foote 
627 Andrew Jackson 
637 Benjamin Harrison 

639 Thadeus Kosciuszko 

640 John e;. Wood 

641 Geo. Stoneman 

642 Philip Kearney 

653 Kazimierz Pulawski 
695 Russell A. Alger 
698 Jan,Sob!eski,(fullfig) 
701 Wm. T. Sherman 
721 J. C. Fremont 
735 Admiral Porter 

739 Geo. G. Meade 

740 W. S. Hancock 

741 A. E. Burnside 

742 Heintzelman 

743 W. B. Franklin 

744 E- O. C. Ord. 

765 Maj. Wm. McKinley 
76S Gen. J. McPherson 
760 Gen. Butler 

770 Gen. Howard 

771 Gen. Hunter 

772 Gen. J. Hooker 

775 Gen. G. B. McClellau 

777 Gen. Steuben 

77S Gen. Schofield 

781 Gen. Geo. H. Thomas 




WILLIAM PENN. 



Sample reduced in size. 

Confederate 
Generals. 

672 Robt. E. Lee 

673 Jas. Longstreet 

674 J. 15. Johnston 
682 G. T. Beauregard 

691 Ambrose P. Hill 

692 Richard S. Flwell 



Promiscuous. 

519 Abraham Lincoln 
522 Grover Cleveland 
568 Chas, Stewart Parnell 
582 R.Hon. W.E.Gladstone 
60 Martha Washington 
605 Mrs. F. C. Cleveland 
599 Geo. Washington 
6i2 Jas. G. Blaine 



Promiscuous. 

Continued. 



626 Thomas Jefferson 

63S Vice-Pres t,. P. Morton 

643 Benjamin Franklin 

644 Duke of Wellington 

645 Emperor Napoleon I 

646 Emperor Frederick II 
652 Frederick L. Jahn 



724 John Smith 

725 Pizarro 

726 La Salle 

727 De Soto 

900 All the Presidents on 

one sheet. 
730 F. H. E. Von Humboldt 





3"» 

745 




746 




747 


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748 


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749 


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750 


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751 


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752 


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734 


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570 


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571 


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696 
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710 


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719 


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723 




755 




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737 




758 




759 




760 




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CATT. JOHN SMITH. 

Sample reduced in size. 



654 Lafayette 

671 Jeff Davis in 1889 

675 John Brown 

676 Fred Doiiglas 
6S3 Jeff Davis in 1864 

704 Christopher Columbus 

705 Fernando Cortez 
707 Dan D'Connell 
720 Robert I'jnmctt 
722 \Vm. Penn 



731 Daniel Webster 
734 William Windom. 

736 George Bancroft 

737 Dr. Robert Koch 

761 Charles Dickens 

762 Jenny Lind 

763 .Adelina Patti 

764 Harriet B. Stowe 

7S2 Oscar II.. KingSweden 
783 Sophie, Queen Sweden 



Composers. 

572 Handel 

573 Bach 

574 Cluck 

575 Mozart 

576 Hayden 

577 Beethoven 
57S Liszt 

579 Weber 

5S0 Mendelssohn 

Wagner 

Rossini 

Meyerbeer 

Gounod 

Auber 

Schubert 

Verdi 

Flotow 

Schumann 

Chopin 

Lortzing 

Poets. 

Longfellow 
Schiller 
Goethe 
W. C. Bryant 
John G. Whittier 
Oliver Goldsmi.h 
Robert Burns 
Thomas Moore 
Shakespeare 
Lessing 
Byron 
Scott 

Tennyson 

rhland 

Koerner 

Lowell 

Holmes 

838 F^merson 

Generals 
on their 
War Horses. 

523 George Washington 

524 U. S. Grant 

525 John A. Logan 

526 Wm. T. Sherman 

527 Philip H. Sheridan 

528 Robert E. Lee 



Generals 
on their 
War Horses. 

Continued. 

529 James A. Garfield 
5S9 Joseph Hooker 

590 Franz Siegel 

591 George H. Thomas 

592 George G. Meade 

593 Winfield S. Hancock 

594 Geo. B. McClellan 

595 Ambrose E. Burnside 
606 W. S. Rosecrans 

610 Benj. Harrison 

621 G. A. Custer 

622 P. J. Osterhaus 

623 James B. McPherson 
677 Stonewall Jackson 
67S James E. B. Stuart 

679 John Morgan 

680 G. T. Beauregard 
699 N. B. Forrest 



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Pictures of 
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Battles. 

Executed in fine Chromo 
colors after the original 
oil paintings. Copyright- 
ed. Size of each, 22 X 28. 
Price, each, 35c. 

502 Battle Gettysburg 

504 Battle Shiloh 

584 Battle Five Forks, Va. 

585 Battle Missionary R'dg 

596 Battle The Wilderness 

597 Battle Fort Donalsen 
607 Battle Champion Hills 

615 Battle Antietam 

616 Battle Atlanta 

617 Battle Spottsylvania 

618 Battle Vicksburg 

619 Battle Chattanooga 

620 Battle Cold Harbor 

631 Battle Resaca 

632 Battle Lookout Mout'n 

633 Battle Fredericksburg 

655 Battle Bunker Hill 

656 Battle Tippecanoe 

657 Battle Monitor and 

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658 Battle Pea Ridge, Ark. 



Continued. 

659 Battle Bull's Run 

660 Battle Chancellorsville 

661 Battle Big Horn (Cus- 

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686 Battle Chicamauga 
700 Battle Storming Fort 

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702 Battle Capture of 

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712 Battle New Orleans, t,a 

713 Battle Cedar Creek 

732 Battle Capture& Death 

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733 Battle Kenesaw Mt. 
766 Battle Stone River 

773 Assault on Ft. Sander.? 

774 Battle Franklin, Tenn. 

779 Battle Nashville, Tenn. 

780 Battle Corinth, Miss. 

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662 Battle Gravelotte 
690 Battle Mars- La-Tour 
693 Battle Die Hermann's 

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714 Battle near Orleans 
738 Battle Fontenoy, Irel'd 




A INEIA/ SCHOOL SOING BOOKL ! 

GOLDEN GLEES 

Tl)c Greab Prize Scl;)ooI Soi)6 Book. 

By ©. C^. HANSCDN. 



About seventy-five writers of words and music have aided in making 
this a superb collection of songs that schools will delight in singing. All 
the songs, except those written by the author of the book and a few others, 
were entered in a Song Contest in which a series of four cash prizes were 
offered for the best songs. The following songs won the prizes : 

"To Joyful Sport," first prize, composed by J. vS. Bergen, Teacher of 
Music in Public Schools, Lal^'ayette. Ind. 

*« Light Tripping," second prize, conii)osL(l by J. M. Dungan, Director 
of College of ISIusic, Indianapolis, Ind. 

"The Triumph of the Right," third prize, composed by \V. H. 
Pontius, Director of Conservatory of Music, Dubuque, Iowa. , 



"A Song of Spring," fourth prize, composed by Mrs. Carrie B. 
Adams, Teacher of Music in Indiana State Normal School, Terre Haute, Ind. 

"GOLDEN CJLEES" also contains a theoretical department with drill 
exercises. 23 pages are devoted to instruction. 

" I have carefully examined your 'Golden Gi,EES,' by Prof. Han.son. 
The book is well suited for the common schools, since it takes up the 
' Science of Vocal Music,' and the number of beautiful songs surpasses that 
of any other book of the same cost." I'hank J. Gkorck, 

Co. Supt. Schools, Perry Co., Ind. 

It is confidently expected that this book will be the book for public 
schools the next few years, 

Its author is not only a music writer, but also a public school teacher. 
His other books are great favorites with thousands of teachers and pupils. 
He has had experience in all grades of school work, and is now a school 
superintendent. He therefore has a sjjccial fitness for Preparing .school 
music books that is not po.ss' ssed liy other writers. 

"GOLDEN GLEES" contains 160 pages, retails at 
35 cents; $3.60 per dozen. 



A. rUAINAGArS, - - - Ghicafio. 



